Social Capital and Compensation Package as Predictors of Teacher Retention in Rwanda

Authors

  • Marie Claire Mukamazimpaka Adventist University of Central Africa
  • Prema Gaikwad Adventist International Institute of Advanced Studies

Keywords:

teacher retention, compensation package, social capital, public secondary schools, Rwanda

Abstract

Teacher retention has been identified as one of the global problems in the system of education. The problem of teacher retention is taken lightly in Rwanda, yet it affects students’ learning. This study investigated the influence of social capital and compensation package on teacher retention in two public secondary schools in two districts in the capital city of Rwanda. This correlational study used an adapted survey instrument on a sample of 409 teachers. Descriptive statistics, independent t-test, analysis of variances, correlation, and hierarchical multiple regression were used to answer the research questions. This study revealed a positive relationship between social capital and compensation package, and teacher retention variables. Compensation package was found to be the best predictor of teacher retention in the capital city of Rwanda. This study concludes with the recommendations to policy makers and school administrators for enhancing the benefits and compensation package of teachers in Rwanda and to future researchers for investigating other factors that contribute to teacher retention.

Author Biographies

Marie Claire Mukamazimpaka, Adventist University of Central Africa

PhD
Guest Teacher, Faculty of Education
Adventist University of Central Africa
Gasabo, Kigali City, Rwanda

Prema Gaikwad, Adventist International Institute of Advanced Studies

PhD
Professor, Education Department
Adventist International Institute of Advanced Studies
Silang, Cavite, Philippines

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Published

2019-06-03

How to Cite

Mukamazimpaka, M. C., & Gaikwad, P. . (2019). Social Capital and Compensation Package as Predictors of Teacher Retention in Rwanda. International Forum Journal, 22(1), 124-150. Retrieved from https://journals.aiias.edu/info/article/view/45

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