Doctor Educationis / Sudan is one of the countries with a large number of people who move around the country for safety and better living conditions due to conflicts and the long-lasting war. These people are referred to as Internally Displaced People (IDPs), and most of them live in rural areas. The war in Sudan has led to socio-economic deterioration and has negatively affected social services such as health and education, particularly in the IDP camps. As a result, children's access to education and the quality of education remains a great concern. Educational challenges include poor infrastructure, lack of facilities and teaching-learning materials, overcrowding, and shortage of trained teachers. Illiteracy rates are higher among women, and drop-out rates are higher among girls. It is believed that traditional socio-cultural practices are barriers to girls' access to education in this country. In light of the above, this study investigates factors that contribute to girls' construction of educational aspirations in the IDP camps of North and South Sudan. The girls' educational aspirations are explored concerning gender empowerment discourses to gain an understanding of how gender empowerment is perceived and implemented by young females as they move between the school and home environments. It analyzes the impact of socio-cultural factors on girls' educational aspirations, perceptions, and self-esteem to understand the significance of education within a gender empowerment framework in the lives of young girls 10 disadvantaged communities of Sudan. Through the lens of the Capabilities Approach and various Feminist views, the study explores how gender discourses in education are understood, and the extent to which they contribute to building girls' opportunities and capacities in the local context. The study provides an analysis of the girls' opinions of themself and the influence of socio-cultural factors on their inspirational plans and expectations.

La pénurie de personnel enseignant qualifié constatée dans les écoles québécoises depuis plus d’une décennie serait engendrée par de multiples facteurs dont un manque d’attraction de la profession enseignante, un grand nombre d’abandons de la formation initiale, le décrochage enseignant, l’augmentation des effectifs scolaires et des difficultés rencontrées par les Centres de services scolaires (CSS) pour combler des postes vacants en enseignement dans un contexte où la pénurie de main-d’œuvre bat son plein dans divers secteurs économiques au Québec. Des études menées antérieurement ont cherché à comprendre cette situation de pénurie du point de vue de l’enseignant et de celui des établissements scolaires. Cependant, peu de recherches québécoises, voire aucune, n’ont étudié le phénomène sous l’angle de la planification stratégique des ressources humaines au palier intermédiaire. Ainsi, dans la présente recherche, nous avons entrepris d’analyser un corpus de 13 documents stratégiques élaborés par trois CSS francophones entre 1998 et 2022 afin de répondre à la question suivante : quelles actions ont été planifiées dans ces documents pour assurer la disponibilité des ressources humaines en enseignement ou pour contrer la pénurie de main-d’œuvre en enseignement ? Nous avons également cherché à connaître, par entretien semi-dirigé, les points de vue des planificateurs ou gestionnaires des ressources humaines sur les liens qui pourraient exister entre les pratiques de planification des RH en enseignement et la pénurie des personnes enseignantes actuelle. L’analyse documentaire nous a permis de produire une compréhension de la pénurie de personnel enseignant au Québec, en mettant en évidence des facteurs potentiels du phénomène dans des pratiques de planification ainsi que des tendances résidant dans ces pratiques durant la période de référence susmentionnée. Ainsi, dans les documents stratégiques des trois CSS, nous avons identifié neuf activités d’attraction, 11 activités de rétention et quatre activités de développement professionnel. Considérées généralement comme des pratiques en raison de leur transversalité et leur fréquence d’apparition dans une période de référence, elles constituent un cadre d’analyse empiriquement construit de la planification des RH en enseignement dans les CSS. À la lumière des écrits scientifiques recensés, il est justifié d’avancer que l’absence ou la négligence de ces pratiques dans les processus de planification et de mise en œuvre des actions relatives à la gestion du personnel enseignant, pourrait, en quelque sorte, contribuer à créer ou à renforcer des situations de pénurie de personnel enseignant qualifié dans les trois CSS et d’autres. Pour prévenir ces situations, nous formulons cinq recommandations à l’attention à la fois des décideurs, des planificateurs, des gestionnaires, et des chercheuses et chercheurs. En outre, pour dépasser une des limites de cette recherche, à savoir un corpus documentaire exclusivement basé sur des plans stratégiques et d’autres documents accessibles, il serait utile d’y ajouter les documents produits et utilisés à l’interne par les CSS dans l’évaluation et la planification des besoins de personnel enseignant. Enfin, il est souhaitable de s’entretenir avec un plus grand nombre de planificateurs et gestionnaires des CSS afin de recueillir plus d’informations sur les pratiques réelles de planification. Cela permettrait de mettre en lumière des pratiques gagnantes de certains CSS transférables et applicables dans d’autres. / The shortage of qualified teachers observed in Quebec schools for more than a decade is attributed to multiple factors, including lack of attraction of the teaching profession, large numbers of dropouts from initial teacher education programs, teacher dropout, increased school enrollment and difficulties encountered by School Service Centers (SSC) to fill vacant teaching positions in a context where the labor shortage is in full swing in various economic sectors in Quebec. Previous studies have tried to understand this situation of shortage from the point of view of teachers and schools. However, little or no research in Quebec has studied the phenomenon from the perspective of strategic human resource planning at the middle level. Thus, in this research, we undertook to analyze a corpus of 13 strategic documents drawn up by three French-speaking SSCs between 1998 and 2022 in order to answer the following question: what actions were planned in these documents to ensure the availability of human resources in teaching or to counter the shortage of qualified teachers? We also sought to know, by semi-directed interview, the points of view of the planners or managers of human resources on the links which could exist between the planning practices of HR in education and the current shortage of teachers in Quebec schools. The documentary analysis allowed us to produce an understanding of the shortage of teaching staff in Quebec, by highlighting potential factors of the phenomenon in planning practices as well as trends residing in these practices during the reference period. Thus, in the strategic documents of the three SSCs, we identified nine attraction activities, 11 retention activities and four professional development activities. Considered mostly as practices because of their transversality and their frequency of occurrence in a reference period, they constitute an empirically constructed framework of analysis of the planning of HR in education in the SSCs. Considering the scientific literature surveyed, it is justified to suggest that the absence or neglect of these practices in the planning and implementation processes of actions relating to the management of teaching staff could, in a way, contribute to creating or reinforcing situations of shortage of qualified teaching staff in the three SSCs and others. To prevent these situations, we formulate five recommendations for the attention of decision-makers, planners, managers, and researchers. In addition, to overcome one of the limitations of this research, namely a documentary corpus exclusively based on strategic plans and other accessible documents, it would be useful to add the documents produced and used internally by the SSCs in assessing and planning teaching staff needs. Finally, it is desirable to interview a larger number of SSC planners and managers to gather more information on actual planning practices. This would help highlight the winning practices of certain SSCs that can be transferred and applied in others.

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center. CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district’s schools within 5 years. The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations. Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the “how-to-do-it” aspects of recruiting, hiring, and retaining quality new teachers. The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD. The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring.

African American teachers are slowly leaving the classroom, causing an imbalance in the student/teacher ratio (NCES, 2019). According to the National Center for Education Statistics, African American teachers make up 3% in California and 7% nationally. This study sought to understand the reasons for the decline in the number of African American teachers in public school settings. Due to the decline in their numbers, African American students have suffered high dropout rates, low standardized test scores, and low college attendance (Gershenson, Hart, Hyman, Lindsey, & Papageorge, 2017). This qualitative study examined the obstacles current African American teachers face and the celebrations that sustain them. This study also sought participant input on future recruitment, support, and retention of African American teachers. Purposive sampling was used to understand the phenomena African American teachers encounter while working in public school settings (Creswell, 2012). Prerequisites included self-identification as African-American/Black, teaching in grades K-12, and two years of public school experience. Participants who did not meet all three criteria were disqualified. The results showed that districts need to increase pay to attract more African American teachers. In addition, to pay increases, participants identified obstacles such as placement in high-needs schools and experiencing a lack of respect from parents and peers. The love of students and being the change African American students deserve were identified as motivating sustainers. The findings from this study may help teacher preparation programs, districts, and administrators nationwide recruit more African American teachers. It may also influence the creation of affinity programs for recruiting, supporting, and retaining African-American teachers.