MOTIVATIONAL STRATEGIES FOR TEACHER RETENTION IN THE RURAL JUNIOR HIGH SCHOOLS IN THE JIRAPA DISTRICT OF THE UPPER WEST REGION OF GHANA

Abstract

Motivation propels teacher retention in rural areas. The study examined how motivational strategies are retaining teachers in the rural JHSs in the Jirapa district. Maslow's Hierarchy of Needs theory and Alderfer's ERG theory anchored the study. The study adopted cross-sectional design. Simple random, cluster and purposive sampling were used to select the 142 sample size for the study. Questionnaires were used for quantitative data whilst semi-structured interview schedules were used for the qualitative data. The quantitative data was analyzed using SPSS presented in frequencies and percentages whilst the qualitative data was used to support the quantitative findings. The study found recruitment of rural teachers from rural areas as weak to retain teachers in rural areas whilst enhancement in study leave and sponsorship programmes, enhancement of teachers' accommodation and improvement in social amenities in rural areas were effective for teacher retention. Contrary, the study found poor further training and promotion opportunities, poor and inadequate accommodation and poor social amenities in rural areas affecting teacher motivation which made many teachers lived outside these areas and commuted 5-7 and above 7 kilometers distances. Notwithstanding, the study revealed that motivation enhanced teacher attraction and retention, improved performance and reduced teachers' absenteeism. The study found inadequate funds, corruption and politicization of the profession as teacher motivational challenges. In conclusion, lack of targeting, enforcement and adequate motivation for the rural teachers perpetuated the teacher retention challenge requiring government to target, enforce and provide adequate motivational policies to retain trained teachers in rural JHSs in the district.