Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana

Oct 15, 2026

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The study examines challenges affecting teaching and teacher retention in rural basic schools in Ghana, using qualitative semi-structured interviews and document analysis. Participants included district educational field workers, head teachers, and classroom teachers. Findings emphasize improving accommodation and essential services, including lighting, safe drinking water, and transport support, alongside targeted professional development for remote-area teachers. Results indicate rural teachers do not receive equivalent conditions of service to urban counterparts. The paper recommends adding a one-third salary incentive, using district sponsorship scheme recruitment and restoring deployment support for underserved schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Teacher Retention and Attrition

Methods

Discussion and Findings

Conclusion

References

Asian Journal of Education and Training Vol. 5, No. 1, 86-92, 2019 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2019.51.86.92 © 2019 by the authors; licensee Asian Online Journal Publishing Group Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana 􀀣 Phinihas Acheampong1 Juliana Fosua Gyasi2 1,2PhD student, Faculty of Education, School of Educational Technology, Beijing Normal University, China (􀀣 Corresponding Author) Abstract The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers‟ salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools. Keywords: Teacher retention, Motivation, Supervision, Rural teachers. JEL Classification: Education and Research Institutions (Government Policy128) Contribution/Acknowledgement: Both authors contributed to the conception and design of the study. Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction ...................................................................................................................................................................................... 87 2. Teacher Retention and Attrition .................................................................................................................................................. 87 3. Methods ............................................................................................................................................................................................. 88 4. Discussion and Findings ................................................................................................................................................................. 89 4. Conclusion ......................................................................................................................................................................................... 91 References .............................................................................................................................................................................................. 92 1. Introduction Teacher attrition in basic schools is

FAQs

What research approach was used to study teacher retention in rural Ghana?

The study used a qualitative approach with semi-structured interviews and document analyses for data collection.

Which support areas were prioritized to motivate rural basic school teachers?

The findings prioritize adequate accommodation and essential services, including lighting, potable drinking water, and transport facilities, plus professional development programs for remote-area teachers.

What policy recommendations does the study make to improve teacher retention?

It recommends allocating about one-third of teachers’ salary as an additional incentive, adopting recruitment strategies from underprivileged communities, and restoring the District Sponsorship Scheme Project to strengthen deployment in underserved schools.

Oct 15, 2026

Upload by Mimi