Journal of Education Policy and Management Studies

Opportunities and challenges of internal brain drain on national development: A focus on ICT lecturers on two selected higher institutions of learning in Zambia

Natalia Zulu — 2025-12-15

This study investigated the opportunities and challenges of internal brain drain among ICT lecturers at two selected Zambian higher education institutions. Zambia's higher education sector, critical for national development, faces the persistent challenge of brain drain, which significantly disturbs its capacity for research and knowledge generation. Grounded in Equity Theory and Herzberg's Two-Factor Theory, the research utilized an embedded correlational mixed-methods design to understand factors influencing lecturers' retention and evaluate the impact of brain drain on institutional research output. The quantitative component involved a survey of 44 ICT lecturers selected via simple and systematic random sampling, with the sample size determined using Yamane's formula. The qualitative component, employing snowball sampling, included interviews with 7 departed lecturers. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Results indicated that economic disparities, including inadequate salaries and limited research funding, are primary drivers of emigration. The study identified negative consequences such as diminished research productivity and a decline in qualified faculty. It recommends a comprehensive, multi-pronged strategy to address retention through improved compensation, enhanced resource allocation, and clearer career progression pathways. Ultimately, this research provides a data-driven basis for retaining academic talent and contributes to the realization of the African Union's Agenda 2063, particularly its aspirations for inclusive growth and people-driven development.

Teaching Experience, Organizational Work Climate, and Achievement Motivation as Predictors of Elementary School Teacher Performance

Setyarini Setyarini — 2025-12-31

The purpose of the study was to determine: (1) jointly the contribution of teaching experience, organizational work climate, and achievement motivation, (2) contribution to teaching experience, (3) contribution to the organization's work climate, (4) contribution to achievement motivation towards elementary school. This type of research is quantitative research. Research variables are teaching experience, organizational work climate, achievement motivation and teacher performance. The study population of all elementary school teachers in Lendah Subdistrict in 2018 was 210 teachers. The technique of retrieving data uses a questionnaire. Testing instruments with validity test and reliability test. The analysis used is multiple linear regression analysis. The results of the study: (1) The teaching experience, organizational work climate, and achievement motivation together have a positive and significant contribution to the performance of elementary school teachers. The higher teaching experience, organizational work climate and achievement motivation, teacher performance tends to be high, (2) teaching experience contributes positively to the performance of elementary school teachers. The higher the teaching experience, the teacher's performance tends to be high, (3) The organizational work climate contributes positively to the performance of elementary school teachers. The higher the organization's work climate, the teacher's performance tends to be high, (4) Motivation for achievement positively contributes to the performance of elementary school teachers. These findings imply that school principals and basic education policymakers need to design professional development programs, create a supportive organizational climate, and strengthen achievement motivation as strategic efforts to improve elementary school teacher performance.

Examining the Influence of Principal Leadership, Work Motivation, and Organizational Culture on Teacher Performance in Junior High Schools

Titik Kartika Wulan — 2025-12-15

This study examines the influence of principal leadership, work motivation, and organizational culture on teacher performance in junior high schools in the Pundong Bantul Sub-District. A quantitative approach was employed using a survey method. Data were collected through questionnaires distributed to 110 teachers selected from a population of 150 teachers using the Slovin sampling technique. The data were analyzed through validity and reliability testing, classical assumption tests (normality, heteroscedasticity, and multicollinearity), and multiple linear regression analysis. The results indicate that principal leadership, work motivation, and organizational culture simultaneously have a significant effect on teacher performance, as evidenced by the F-test result (F = 72.552, p < 0.001). The regression analysis confirms that these variables jointly contribute meaningfully to variations in teacher performance. This finding reinforces theoretical perspectives that emphasize the integrated role of leadership, motivational factors, and organizational culture in shaping teacher performance. Practically, the results suggest that school management should strengthen leadership practices, foster a supportive organizational culture, and enhance teacher motivation as strategic efforts to improve teacher performance at the junior high school level.