INVESTIGATING THE FACTORS AFFECTING THE RETENTION OF TEACHERS IN NIGERIAN UNIVERSITIES

ABSTRACT

This study investigated the factors affecting the retention of teachers in Nigerian universities. To guide the study six research questions were raised and were all answered directly at 0.1 level of significance. The descriptive survey design was adopted for the study. The population of the study consisted of one hundred and ninety-five (195) academic staffs from the 8 (eight) Departments employed at the Faculty of Education in the university of Benin, Edo state. A sample of sixty-six (66) teachers from the 8 (eight) Departments at the Faculty of Education in the university of Benin, Benin city, Edo state was selected for the study using Taro Yamane’s sampling technique. The research instrument used to gather data for the study was a Questionnaire titled Investigating the Factors Affecting the Retention of Teachers in Nigerian Universities Questionnaire (IFARTNUQ). Data collected were analyzed using the descriptive statistics (mean). This study reveals that teachers prioritize financial compensation and supportive work environments, echoing existing research. Gender disparities and biases influence these factors, emphasizing the need for gender-related considerations. Experience levels shape perspectives, underscoring the importance of tailored retention strategies. Disciplines exhibit distinct needs, necessitating discipline-specific approaches while ensuring equitable resource distribution. While teaching experience is significant, support and resources also play pivotal roles in retention. Surprisingly, academic qualifications, such as holding a Ph.D., exhibit a lesser impact compared to concrete factors like salary and working conditions. These findings highlight the complexity of teacher retention, advocating for a holistic approach to enhance teacher commitment and job satisfaction in Nigerian universities.