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Abstract

Access to education for children living in rural communities iswidely known to be hampered by inequitable teacher deploymentto rural schools. While much is known about the barriers encountered by teachers in Ghana, little is known about the factors thatenhance 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), consistingof 12 items and two sub-scales, was administered to 164 teachersrecruited from 15 schools in 10 communities in a single district inGhana. The results show that the participants were slightly positiveon structural capital and social capital as well as high positivecorrelation between both sub-scales. The need for policymakers toconsider both capitals in designing teacher retention strategies inrural schools is discussed.

Item Type:	Article
Authors/Creators:	Opoku, MP and Asare Nuamah, P and Nketsia, W and Asibey, BO and Arinaitwe, G
Keywords:	teacher retention, rural schools, children, Ghana
Journal or Publication Title:	Cambridge Journal of Education
Publisher:	Routledge
ISSN:	0305-764X
DOI / ID Number:	10.1080/0305764X.2019.1661973
Copyright Information:	Copyright 2019 University of Cambridge, Faculty of Education
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