Retention of high achievers

Tshwarelo Hosia | Monday June 22, 2026 06:00

It is not an option, but an imperative dictated by the circumstances of the prevailing drought of good student learning outcomes. In an education system where academic excellence is an exception rather than the norm, retention and differentiated treatment of highly gifted teachers and education managers should be a top priority, ahead of other considerations.

Appreciating talent in a system plagued by a host of crippling problems should be an automatic and natural response to rare and sporadic signs of excellence. It should be borne in mind that the prevailing culture of underachievement cannot simply evaporate on its own without the adoption of a serious problem-solving culture. Of course, fixing problems cannot be an overnight event but rather a long, protracted battle. But doing nothing is not an option.

Problems should be tackled head-on, albeit piecemeal. The perpetuation of a depressing culture of carrying baggage from one academic year to the next should end and give way to a new approach anchored in tackling and fixing problems one at a time. Retention of talent is one way of recognising the centrality of the human element in the teaching profession. It is exactly because teaching is a human enterprise that there should be a deliberate act of noting and highlighting the exploits and professional endeavours of a special group of highly talented and committed teachers and education superintendents. This would not only motivate high achievers but also replicate and spread widely and deeply a culture of good teaching, good governance, and accountability. Appreciating effective and efficient classroom practices seeks to reverse a culture of mediocrity and underachievement. Those who are trailing could be encouraged to double up their efforts with the hope of gaining accolades and above all a popularity status.

A serious system that values high achievers would maintain an up-to-date inventory of its dedicated men and women who are giving their best selves to support the vision of strengthening classroom instructional regimens and improving learning outcomes. High-achieving professionals should be closely watched and supported. Whenever they choose to exit the system prematurely or upon attainment of compulsory age of retirement, the system should endeavour to lure them back into the profession. This can save the system from breaking down as long as they are fit to continue the service.

History is littered with examples of successful schools that collapsed after a premature departure of their able leaders. Due to accumulated frustrations that are not resolved, good teachers and education managers tend to leave the system early. This must be addressed urgently. Early exits exacerbate problems in instructional practice and school leadership.

It is proposed that, in the interests of good governance and teaching, teachers and managers who are excelling should be allowed to continue their service even beyond the set retirement age. Old age should not be used as an excuse to deprive students of the services of talented classroom teachers and school principals.

Good principals, in particular, are a rare species on our shores because there is no robust school leadership development programme. Most of the school leaders are God-given and not necessarily products deliberately grown and nurtured by the system.

It is very difficult to replace high-achieving school principals because the system lacks the reserve army of leaders it has developed. To address this challenge, the education system should develop a leadership programme to equip senior teachers and departmental heads with the tools they need to effectively execute their present and future roles.

The system at the moment is dogged by a problem of throwing unprepared and ill-equipped teachers into the deep end. Advance preparation would drastically address the challenge of underachievement. In addition, the education system should consider accelerated promotion for special teachers who exceed expectations and consistently contribute to the teaching profession. Catapulting top-achieving teachers who demonstrate sound management acumen to the highly coveted post of school principal would be a fitting and worthy reward. Differentiated treatment of gifted teachers may not necessarily receive approval from all practitioners.

As with any other innovation, condemnation does not necessarily render the approach incorrect. However, it would gain acceptance with time, especially when handled fairly and transparently. There should be no favouritism and inconsistency in its application.

The use of data to determine who is worthy and who is not is paramount. The teaching profession cannot afford to lose some of its best-trained, ablest teachers and managers to other professions. Increased investment in the retention of high achievers is a worthy and noble project. Our children in schools deserve better.