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