Addressing Teacher Attrition in the Nkoranza North District: Insights and Strategies for Retaining Educators in Ghana

Abstract

There appears to be a massive exodus of teachers from the educational field to other sectors in Ghana. Educational scholarships in Ghana, however, have centred more on the role of teachers in educational outcomes than on teacher turnover in underserved areas. This study delves into the persistent issue of teacher attrition in the Nkoranza North District of Ghana, seeking to understand the root causes and propose effective retention strategies. The study employed a qualitative research approach with a narrative design to gather data from 30 participants using focus group discussions and personal interviews. The collected data were analysed using inductive thematic analysis. The major findings reveal a consensus among participants on the pivotal role of salary increments, professional development opportunities, recognition of the teaching profession, involvement of teachers in policy-making, and prioritising teacher well-being in mitigating attrition. To address this critical issue, a multifaceted approach focusing on competitive salaries, on-going professional development, involvement in policy decisions, recognition, and holistic teacher well-being support is recommended to foster a motivated and dedicated teaching workforce, ultimately benefiting the education system in the Nkoranza North District and beyond.