Assessment of Teachers’ Retention Strategies among Public Senior Secondary Schools in Sokoto, Sokoto State, Nigeria

Abstract

Teacher retention remains a critical issue in developing educational systems due to its implications for instructional quality, organizational stability, and student achievement. This study assessed teachers' retention strategies in public senior secondary schools in Sokoto State, Nigeria. Specifically, the study examined the dimensions of retention strategies and determined the level of retention support available to teachers. The study adopted a descriptive survey design. The population comprised 7,560 teachers across 447 public senior secondary schools. A sample of 400 teachers was selected using stratified sampling techniques. Data were collected using the Teachers' Retention Strategies Questionnaire (TRSQ), which yielded a reliability coefficient of 0.65. Descriptive statistics were used to analyze the data. Findings revealed that financial incentives, promotion opportunities, professional development programmes, and staff welfare allowances significantly contribute to teacher retention. Professional development programmes emerged as the most influential retention strategy. The study concludes that comprehensive retention policies are essential for sustaining teacher commitment and enhancing educational outcomes. The study recommends increased government investment in teacher welfare, continuous professional development, and timely promotion systems.