Retention and Efficiency of Qualified Teachers in Rural Nigerian Secondary Schools

Abstract Low retention rates and inadequate efficiency of qualified teachers in rural Nigerian secondary schools have negatively impacted the educational system in Nigeria. Rural communities have suffered negligent and untold hardship. The purpose of this qualitative study was to identify strategies that influence the retention and efficiency of teachers working in rural Nigerian schools. Although it is not unusual for a teacher to change schools, the rate of turnover of teachers in rural areas is quite high. Hence, it is instructive to consider the theories, concepts, and models that impact the retention and efficiency of teachers within these communities. Data from key stakeholders comprising educational administrators, principals, teachers, and nonteaching staff were analyzed to identify factors responsible for the high rate of turnover of teachers working in rural areas, strategies for achieving a higher retention rate, and strategies for achieving a higher level of efficiency of teachers. Data revealed a need for effective school leadership, an improved remuneration system, provision of infrastructure, provision of learning and information and communication technology facilities, and the need for public policy to support rural schools. The findings have the potential to impact positive social change by increasing teacher retention and job performance in rural Nigerian schools. The result of this case study may aid in the formulation of educational policies that are aimed at improving the quality of education available to rural learners and improving the working and living conditions of teachers working in rural public schools