Toward a New Model for Teacher Retention: The Case of Public Primary School Teachers in Rural Liberia

Abstract

This study aimed to investigate the reasons why public teachers abandon their positions in rural communities in rural Liberia and to design strategies to improve retention. The study employed a qualitative case study design to gather insights from District Education Officers, principals, and current and former teachers through focus group discussions and ten individual interviews. The data for this study were analysed in analytical circles using the spiral approach. The study revealed that factors contributing to teacher turnover are complex, including personal, infrastructural, systematic governmental, and cultural, while factors enhancing teachers' retention include community support for teachers, supportive and open school leadership, and prestige for the profession. Finally, a model to improve teacher retention is suggested by integrating the findings with adaptive leadership theories and the community of practices, with practical suggestions for the implementation of the new model.