Organizational Climate and Teacher Retention in Rural Secondary Schools: Evidence from Tudun Wada Education Zone, Kano State, Nigeria

Abstract

This study examined the influence of organizational climate on teacher retention in rural secondary schools within the Tudun Wada Education Zone of Kano State, Nigeria. A descriptive survey design was employed, with data collected from 526 respondents comprising 85 principals and 441 teachers across 85 public secondary schools. A researcher-developed questionnaire titled Influence of School Climate on Teacher Retention in Secondary Schools (ISCTMQ) was used, with reliability coefficients ranging from 0.85 to 0.90 across clusters. Data analysis utilized descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test, Pearson product-moment correlation). Findings revealed that adequate classrooms, provision of instructional materials, and well-equipped libraries and laboratories significantly influence teacher retention. Dimensions of open school climate including participative decision-making, professional autonomy, principal accessibility, teacher welfare, and effective communication were found to enhance retention. No significant difference was observed between teachers’ and principals’ perceptions regarding retention factors (p = 0.202), while a strong positive relationship was established between school climate types and teacher retention (r = 0.515, p < 0.001). The study concludes that open organizational climate is critical for retaining qualified teachers in rural schools. Recommendations include provision of adequate infrastructure, effective maintenance of school facilities, equipping libraries and laboratories, and adoption of collegial leadership practices by school principals.