Factors contributing to retention of teachers in public secondary schools in rural areas in Tanzania: a study of Lindi district

Abstract

This study aimed to investigate the factors influencing teacher retention in public secondary schools situated in rural areas, with a particular focus on the Lindi District in Tanzania. The research employed a convergent design within a mixed-methods approach and included a sample of 60 students, 30 teachers, and 3 heads of schools schools. Quantitative data analysis involved descriptive statistics, while qualitative data were analyzed thematically. The findings indicate a comparatively low retention rate in rural secondary schools in Lindi, attributed to factors such as inadequate remuneration and benefits, limited professional development opportunities, poor work-life balance, and unsupportive work environments. These challenges may negatively impact the quality of education, as insufficient support and compensation for teachers can lead to decreased job satisfaction, motivation, and overall engagement in their roles.