Vol 5 No 1 (2019)

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

Phinihas Acheampong
PhD student, Faculty of Education, School of Educational Technology, Beijing Normal University
Juliana Fosua Gyasi
PhD student, Faculty of Education, School of Educational Technology, Beijing Normal University
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  • Teacher retention,
  • Motivation,
  • Supervision,
  • Rural teachers.


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.


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