ABSTRACT
The issue of secondary school dropout is a critical concern globally, impacting not only individuals but also communities and societies at large. Understanding the factors contributing to this phenomenon is essential for devising effective intervention strategies. This study focuses on exploring the perceptions of teachers regarding the socioeconomic factors influencing secondary school dropout in Jesse Community, Ethiope West, Delta State, Nigeria. The study's objectives included identifying these factors, understanding the correlation between family income and dropout rates, assessing the effects of dropout on the community, exploring intervention strategies to reduce dropout rates, and evaluating the effectiveness of government policies in this regard. The study reviewed relevant literature on concepts such as secondary school dropout, socioeconomic status, causes and effects of dropout, as well as Nigerian government interventions. It also examined empirical studies and pertinent theories, aiming to propose solutions for enhancing secondary school retention. Data analysis relied on 80 returned questionnaires, with computations based on simple percentages and frequencies.. Peer pressure emerged as a significant factor affecting dropout rates, identified by 92.5% of respondents, indicating a need to address social dynamics within educational settings. Parental involvement was also recognized as crucial in reducing dropouts by 85% of respondents, emphasizing the importance of strong home-school connections. Socioeconomic challenges like financial constraints and family size were identified as major contributors to dropout rates, suggesting targeted interventions to support disadvantaged students. The study identified key socio-economic factors, including gender imbalance among teachers, the need for diverse teacher qualifications, and the critical role of parental support. Teenage pregnancy and economic hardships, such as low family income and large family sizes, are significant contributors to dropout rates. Current government policies are found lacking, necessitating reforms targeting these root causes. Recommendations include promoting gender diversity in teaching staff, diversifying teacher qualifications, and enhancing parental engagement through comprehensive programs. Targeted support for teenage parents, financial assistance for economically disadvantaged families, and community outreach are crucial. Additionally, policy reviews, collaborative strategies, mentorship programs, and robust data monitoring systems are essential for addressing dropout rates. Deploying social work professionals in schools can further address individual and structural causes of dropout, ensuring a holistic approach to improving educational retention in Jesse Town. Key word: Teachers, perception, socioeconomic, school dropout, effects and intervention.
