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Exploring the factors that enhance teacher retention in rural schools in Ghana

Citation

Opoku, MP and Asare Nuamah, P and Nketsia, W and Asibey, BO and Arinaitwe, G, Exploring the factors that enhance teacher retention in rural schools in Ghana, Cambridge Journal of Education pp. 1-18. ISSN 0305-764X (2019) [Refereed Article]

Copyright Statement

Copyright 2019 University of Cambridge, Faculty of Education

DOI: doi:10.1080/0305764X.2019.1661973

Abstract

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 fourcapital 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.

Item Details

Item Type:Refereed Article
Keywords:teacher retention, rural schools, children, Ghana
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Special Education and Disability
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Special Needs Education
UTAS Author:Opoku, MP (Mr Max Opoku)
ID Code:135565
Year Published:2019
Deposited By:Education
Deposited On:2019-11-01
Last Modified:2019-12-12
Downloads:0

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