TY - JOUR
T1 - Exploring the factors that enhance teacher retention in rural schools in Ghana
AU - Opoku, Maxwell Peprah
AU - Asare-Nuamah, Peter
AU - Nketsia, William
AU - Asibey, Benedict Osei
AU - Arinaitwe, Gilbert
N1 - Publisher Copyright:
© 2019, © 2019 University of Cambridge, Faculty of Education.
PY - 2020/3/3
Y1 - 2020/3/3
N2 - Access to education for children living in rural communities is widely known to be hampered by inequitable teacher deployment to rural schools. While much is known about the barriers encountered by teachers in Ghana, little is known about the factors that enhance teacher retention in rural schools. In this study, the four-capital teacher retention model was adapted as the conceptual framework to examine the factors that promote teacher retention in rural schools in Ghana. The Teacher Retention Scale (TRS), consisting of 12 items and two sub-scales, was administered to 164 teachers recruited from 15 schools in 10 communities in a single district in Ghana. The results show that the participants were slightly positive on structural capital and social capital as well as high positive correlation between both sub-scales. The need for policymakers to consider both capitals in designing teacher retention strategies in rural schools is discussed.
AB - Access to education for children living in rural communities is widely known to be hampered by inequitable teacher deployment to rural schools. While much is known about the barriers encountered by teachers in Ghana, little is known about the factors that enhance teacher retention in rural schools. In this study, the four-capital teacher retention model was adapted as the conceptual framework to examine the factors that promote teacher retention in rural schools in Ghana. The Teacher Retention Scale (TRS), consisting of 12 items and two sub-scales, was administered to 164 teachers recruited from 15 schools in 10 communities in a single district in Ghana. The results show that the participants were slightly positive on structural capital and social capital as well as high positive correlation between both sub-scales. The need for policymakers to consider both capitals in designing teacher retention strategies in rural schools is discussed.
KW - children
KW - Ghana
KW - rural schools
KW - Teacher retention
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U2 - 10.1080/0305764X.2019.1661973
DO - 10.1080/0305764X.2019.1661973
M3 - Article
AN - SCOPUS:85073790059
SN - 1469-3577
VL - 50
SP - 201
EP - 217
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 2
ER -
