Teacher Motivation and Retention in Rural Secondary Schools: Evidence from Chongwe District, Zambia

Jacqueline Siansia, John Lukonde, Regina Muduli, Simasiku Mwiya Mufalali and Bruce Mwiya
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Jacqueline Siansia: Kwame Nkrumah University
John Lukonde: Kwame Nkrumah University
Regina Muduli: Kwame Nkrumah University
Simasiku Mwiya Mufalali: Kwame Nkrumah University
Bruce Mwiya: Kwame Nkrumah University

African Journal of Commercial Studies, 2026, vol. 7, issue 4

Abstract: Teacher retention remains a major challenge in rural schools, undermining educational quality, instructional continuity, and learner outcomes. This study examined the motivational factors influencing teacher retention in selected rural secondary schools in Chongwe District, Zambia. Guided by Job Embeddedness Theory, the study adopted an exploratory qualitative research design involving 17 purposively selected participants comprising teachers and school administrators from three rural secondary schools. Data were collected through semi-structured interviews and focus group discussions and analysed using inductive thematic analysis. The findings revealed that teacher retention remains low, with many teachers perceiving rural postings as temporary assignments. Key motivational factors influencing retention included working conditions, salaries and incentives, housing and social services, administrative support, and professional development opportunities. The study further established a strong positive relationship between teacher motivation and teacher retention, demonstrating that teachers were more likely to remain where these motivational needs were adequately addressed. Participants recommended integrated interventions, including improved remuneration, better staff accommodation, enhanced school infrastructure, supportive leadership, timely payment of hardship allowances, and expanded opportunities for professional development. The findings support Job Embeddedness Theory by demonstrating that these factors strengthen teachers' organisational fit, interpersonal links, and perceived sacrifices associated with leaving rural schools. The study concludes that sustainable teacher retention requires comprehensive policy interventions addressing financial, professional, organisational, and community-related factors simultaneously. The findings provide context-specific evidence to inform teacher retention policies and contribute to efforts aimed at improving workforce stability and the quality of education in rural Zambia.

Keywords: Teacher Motivation; Teacher Retention; Rural Secondary Schools (search for similar items in EconPapers)
JEL-codes: I21 I28 J24 J28 (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cwk:ajocsl:2026-050

DOI: 10.59413/ajocs/v7.i4.17

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