Headteacher Management Practices and Teacher Attrition in Public Secondary Schools: Evidence from Rusizi District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n05.011Keywords:
teacher attrition, headteacher management practices, teacher retention, professional development, Rwanda, transformational leadership, Herzberg's Two-Factor TheoryAbstract
Teacher attrition constitutes a persistent barrier to educational quality and sustainability, particularly in rural public secondary schools of developing nations. This study examined the influence of headteacher management practices on teacher attrition in public secondary schools in Rusizi District, Western Province, Rwanda. Using a concurrent mixed-methods research design, quantitative data were collected from 291 teachers via structured Likert-scale questionnaires, while qualitative insights were gathered through semi-structured interviews with 20 headteachers and district education officials. Analysis was performed using SPSS Version 28.0, employing descriptive statistics and Pearson correlation. Four management dimensions were investigated: motivation practices, work-life balance, professional growth, and salary and remuneration. Findings reveal that recognition of teacher effort was positively perceived (mean = 3.72), yet incentive adequacy (mean = 2.53) and administrative communication (mean = 2.71) were critically deficient. Work-life balance practices were moderately supportive in scheduling (mean = 3.43), but poor living conditions (mean = 2.60) undermined their effect. Professional development opportunities were limited (training mean = 2.51), despite teachers acknowledging their retention value (mean = 3.46). Salary dissatisfaction was pronounced, with pay fairness rated at mean = 2.55, though fair remuneration was recognized as an attrition deterrent (mean = 3.17). Correlation analysis confirmed strong positive associations between all four management dimensions and teacher retention (r = 0.776 to 0.986, p < 0.01). The study recommends targeted policy reforms by MINEDUC and REB, capacity-building for school leaders, enhanced compensation structures, and structured professional development programs to reduce attrition in rural Rwandan secondary schools.
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