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schools (Haugen et al, 2011). OECD (2004) found that teacher who are paid better usually staying for a long time in a teaching profession as compared to who are have potential to get high-paid careers. In Liberia, it is reported that many of graduates in education degrees and teachers upgrades to university level decided to move to Non- Government Organizations, where they expect to get high salaries and other fringes (Malkeen, 2010). Vagas in the book, argued that, “salaries may act as morale boosters or motivators for teachers already in the classroom or increase teacher effectiveness through increased social recognition” (Vagas and Petrow, 2008:106). Both teacher pay and working conditions can affect individual’s choice to become a teacher and remains in the teaching profession (UNESCO, 2009; Vagas and Petrow, 2008).

Furthermore, Poor working condition has remains as one of the major constraints for the developing countries to improve student learning outcomes. For instance, most parts of Africa teachers are experience poor working conditions in public schools - usually work in dilapidated structures with few desks, books, or overcrowded class (Haugen et al, 2011). The problem is solemn in public schools particularly located in remote rural areas where majority of people reside. McAwan (1999) assert that, appropriate of housing is the best way to attract qualified teachers to work in remote rural areas particularly for single women. On the other side the poor working conditions can fuel another problem of high unequal distribution of workforce, since few teachers will be prefer to work in remote rural areas. The student-teacher ratio in rural schools is exceptional larger for the teachers to manage the class (McAwan, 1999) which eventually affect the quality of teacher’s work. In Malawi, the student-teacher ratios have raised to averagely 76 to 1 in 2006, though the government efforts to increase the number of qualified teachers. In Uganda, there were 48 pupils per teacher, where only 68 percent were qualified teachers (Malkeen, 2010). Likewise in Lesotho, the government has been able to recruit new teachers, but the gap between the qualified and unqualified teachers is still rising. By 2007, the student-teacher ratio had been declined to 42, whereas only 60 percent were qualified teachers in primary schools (Malkeen, 2010). The student-teacher ratios have significantly effects to the achievements of student in the class. One research done in the United States confirms that the class size is one of the factors affecting the students’ performance. The smaller the class sizes the better the test scores the students’ attains in mathematics and reading (Rivkin et al, 2005). In remote areas poor working conditions - housing, classrooms, availability of support staff, quality of facilities and instructional materials are common problems in public schools (OECD, 2004). Adedeji and Olayanin commented that, “teachers in many developing countries are working in poor conditions that are aggravated by poor remuneration; delay in payments of salaries, allowances and promotions; scarce teaching and learning and disrespect from the government, parents, and community at large.” (2011:16).

The shortage of qualified teachers in public schools is hindering efforts of developing countries to achieve the quality education for all (EFA) as emphasized by the United Nations. The EI Global Monitoring Report 2008 admitted