Authors: Ruth Mutambo
Abstract: The massive migration of primary school teachers to secondary schools poses a significant challenge in Kasama District, affecting the quality of education delivery at the primary level. This research aims to investigate the factors influencing this migration phenomenon or trend. The research study basically employs a mixed-methods approach, including surveys and interviews with primary school teachers who have migrated to secondary schools in Kasama District. Data analysis reveals several key factors contributing to this migration trend. Results indicate that one of the primary reasons for the migration of primary school teachers to secondary schools is the desire for career advancement and professional growth. Many teachers perceive secondary schools as offering better career prospects and opportunities for professional development. Additionally, the lack of adequate resources and infrastructure in primary schools is identified as a significant factor driving teachers to seek employment in secondary schools. Issues such as limited teaching materials, overcrowded classrooms, and inadequate facilities create a challenging work environment for primary school teachers, prompting them to seek better working conditions elsewhere. Moreover, socio-economic factors play a crucial role in the migration of primary school teachers to secondary schools. Higher salaries and better benefits offered in secondary schools serve as strong incentives for teachers to make the transition, seeking improved financial stability and job security. Furthermore, the perceived prestige associated with teaching in secondary schools also influences teachers' decisions to migrate. Secondary school teaching is often viewed as more prestigious and socially valued compared to primary school teaching, leading teachers to pursue opportunities in secondary education. Preliminary findings of this research shed light on the multifaceted factors that contribute to the migration of primary school teachers to secondary schools in Kasama District. Addressing these factors requires a holistic approach that addresses both the professional and socio-economic needs of teachers in primary schools to mitigate the challenges associated with teacher migration and ensure the quality of education at the primary level: Moreover, the target population will be 120 respondents a sample size will be 50 characterized by: 30 pupils, 10 teachers, 10 parents, and 5 head teachers, and their 5 deputies will be drawn from the three sampled public primary schools in Kasama District of Northern Province. Data will be collected using questionnaires and semi-structured interview guides. Questionnaires will be administered to pupils, teachers, and parents, while interview guides will be used to obtain data from head teachers and their deputies. Descriptive statistics involving frequencies and percentages will be used to analyze quantitative data, while data from interviews will be analyzed by grouping the emerging themes. The government primary schools under exploration including: Mubanga Chipoya, Milungu and Chiba. The research study by classification will consist of five chapters. Chapter one provides the introduction of the research problem, background of the problem, objective of the study, research questions and the significance of the study. Chapter two provides literature review. Chapter three gives research methodology and chapter four offers the research finding. Chapter five provide the conclusion and recommendations
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