Teacher attrition, where educators leave their classroom duties for other professions or personal reasons, is a critical global issue with significant implications for educational quality and societal progress. Globally, there is a substantial shortage of teachers, with an estimated need for 44 million primary and secondary educators by 2030 (UNESCO, 2025). This shortage is worsened by rising attrition rates, nearly doubling from 4.6% in 2015 to over 9% in 2022. Young teachers are particularly likely to leave the profession at higher rates than their more experienced counterparts, intensifying the crisis (UNESCO, 2025). Several factors contribute to teacher attrition worldwide, including heavy workloads, low salaries, lack of recognition, and insufficient professional development opportunities (UNESCO, 2025; Shaoan, Namanyane, Feng & Arif, 2025). Research consistently indicates that economic incentives, career advancement, and improved working conditions are essential for retaining skilled teachers (Shaoan, Namanyane, Feng & Arif (2025). Additionally, a supportive school environment with strong leadership and positive mutual relationships significantly influences teacher retention (Nguyen et al., 2024). Also, student behavior, inadequate resources, and a poor school environment contribute to teacher dissatisfaction and turnover (Walker, 2019).

Sub-Saharan Africa is particularly affected by teacher shortage, with an estimated need for 15 million new teachers by 2030 (UNESCO, 2025). Teacher attrition in this region has reached critical levels, posing an obstacle to achieving educational goals like universal primary education (Pitsoe & Machaisa, 2012). However, available literature highlights several contributing factors driving attrition in the African context, such as Low salaries, poor working conditions, and limited opportunities for professional development (Ayodele, Chang-Richards, & González, 2020). Ghana is experiencing a significant teacher attrition crisis, with reported Rates ranging from 7% to 15% (Ghana Education Service Archive, 2022; Ngmenkpieo, Tseer & Gyei, 2023). With nearly 44,000 basic school teachers leaving in 2021 alone, this exodus severely threatens the nation's education and development goals (Ghana News Agency, 2022). Research in Ghana consistently identifies a combination of factors driving teacher attrition. The followings are underpayment and financial pressure, poor working conditions, lack of professional development and recognition, stress and workload, inequitable deployment, rural challenges, and low professional status (Epyildirim, Mimay, & Muyco, 2024). Studies suggest that while actual attrition levels in Ghana might be low due to limited alternative employment opportunities, the intention to leave is high, fueled by persistent dissatisfaction (Owusu, 2021; Acheampong & Gyasi, 2019). Addressing teacher attrition in Ghana requires a Comprehensive approach that focuses on competitive remuneration, improved working conditions, enhanced professional development, and a supportive school climate to retain skilled educators and ensure quality education for all (Acheampong & Gyasi, 2019).

Effective educational leadership plays a critical role in the teaching process with an inherent teacher motivation. It improves and sustains progress in schools that are struggling academically. According to Leithwood (2021), school leaders should lead and sustain these improvements by creating long-term career pathways for teachers. Teacher attrition in public schools is a complex and persistent challenge with implications for educational quality and student outcomes (Bentil, Acquah & Akyiaw, 2020). A growing body of research has sought to identify and explain the factors that drive teachers to leave the profession, especially during the early years of their careers. The literature (Drammeh & Samba, 2023; Mekonen, 2022; Sass, Flores, Claeys, & Pérez, 2012; Dupriez, Delvaux, & Lothaire, 2016) reveals that a dynamic interplay of personal and professional, organizational, and contextual factors shapes teacher attrition.

Notably, teachers with formal training in education are more likely to remain in the profession. However, the most significant predictor of early attrition is the quality of job conditions during the first year and the importance of institutional support and effective career management in retaining new teachers (Bentil, Acquah, & Akyiaw, 2020: Dupriez, Delvaux, & Lothaire, 2016). The literature categorizes the factors influencing teacher attrition into three broad domains such as those related to teaching tasks, individual teacher characteristics, and the broader social environment (Nguyen, Pham, Springer & Crouch, 2019; Karsenti, Collin, & Dumouchel, 2013). Furthermore, teaching tasks comprise workload, administrative demands, and classroom management challenges, all of which can contribute to stress and burnout (Javed & Akhter, 2024). Besides that, individual factors include personal characteristics such as age, gender, and professional identity, while social environment factors involve relationships with colleagues, school leadership, and the community (Li & Yao, 2022). Mabusela and Mahlangu (2025) posit that many approaches are required to handle teacher attrition since several external and internal reasons influence teacher retention.

Employers and team members, to a greater extent, contribute to teachers' attrition rate at the primary level of education. Burnout and job satisfaction are potent predictors of teachers' intentions to quit (Madigan & Kim, 2021). It further demonstrates that all three dimensions of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment are strongly associated with higher intentions to leave the profession. Burnout appears to be a more potent driver of attrition than low job satisfaction, and its impact has intensified over time (Madigan & Kim, 2021). Workload and stress are also positively linked to turnover intentions, while trust, professional identification, and organizational commitment help retain teachers (Li & Yao, 2022).

Meanwhile, compensation and economic factors significantly influence teacher attrition (Shaoan et al., 2025). Podolsky et al. (2016) and Rhinesmith et al. (2023) indicated in their studies that higher salaries, exceptionally competitive with neighboring districts, can reduce inter-district transfers and exits from the profession. However, substantial salary increases may be required to reduce attrition rates in high-need areas to average levels (Madigan & Kim, 2021). In addition to salary and working conditions, opportunities for career advancement and mentorship programs are important in retaining teachers, particularly among newer and female teachers (Callahan, 2016).

The institutions' working conditions and support systems within schools are critical. A motivating work environment with strong teacher recognition, mutual relationships, and responsive leadership significantly reduces attrition rates (Doherty, 2020; Clandinin et al., 2015). Moreover, schools with poor working conditions, high levels of conflict, or limited opportunities for teacher inputs experience higher turnover (Nguyen & Springer, 2023; Billingsley & Bettini, 2019). Despite all that, special education teachers, working conditions, administrative and mutual support, and access to resources are relevant factors influencing attrition and retention (Arnold & Rahimi, 2025; Walker, 2025). Li and Yao (2022) state that younger teachers, especially those experiencing high burnout and low intrinsic motivation, are likelier to consider leaving.

The role of teachers in the educational enterprise is central and vital. As a result, retaining them in their respective schools will bring growth and development. See, Morris, Gorard, and Soufi (2020) concur that a supportive and conducive working environment is consistently identified as a key factor in retaining teachers. Yao and Zhen (2024) also affirm that ongoing support, positive school culture, and a sense of community are crucial for keeping teachers in their positions over time. Social capital and positive relationships within the school and local community are important retention drivers. Also, Key policy factors significantly impact teacher retention in schools, and creating supportive working environments can help reduce attrition and enhance the quality of education (Ackah-Jnr et al., 2022). Furthermore, Shell, Hurt, and White (2023) in their study opined that acknowledging teachers' efforts, conducting fair evaluations, and maintaining clear communication from school leadership further contribute to teacher retention.

In order to establish a theoretical framework that deals with teacher attrition and factors that push teachers to make such decisions, Maslow's need hierarchy (1954) and Herzberg's two-factor theory (1983) were considered. Both theories focus on the fulfillment and satisfaction of an individual in a context. Research confirms a powerful connection between job satisfaction and needs fulfillment that compels teachers to leave, stay, or transfer from the profession. Conversely, job satisfaction is negatively related to attrition, serving as a protective factor (Li & Yao, 2022). Therefore, based on the above-discussed literature review, factors for attrition can be connected with the needs identified by Maslow and factors of job satisfaction proposed by Herzberg.

Maslow's hierarchy of needs describes five levels of human needs: physiological needs, safety needs, social needs, esteem, and self-actualization (Trivedi & Mehta, 2019). The basic needs of teachers, such as a decent salary and appropriate working conditions, must be met so that they can focus on higher needs, such as job security and social relationships (Han, Borgonovi, & Guerriero, 2018). Positive relationships with colleagues, students, and the community fulfill social needs and foster a sense of belonging and caring. Teachers also strive for respect and recognition, which leads them to esteem needs such as self-esteem and self-confidence. Realizing these needs leads to self-actualization, where teachers strive for personal growth and fulfillment. However, self-actualization is challenging as it requires continuous development. Satisfying these needs can increase teacher engagement and improve student learning and the school's reputation.

On the other hand, Herzberg's Two-Factor Theory distinguishes between hygiene factors (like salary and work environment) that prevent dissatisfaction and motivational factors (such as recognition and responsibility) that drive positive satisfaction. Teacher attrition is linked to unmet hygiene factors (low pay, poor conditions, workload) and a lack of motivational factors (recognition, development). Satisfying lower and higher-order needs is crucial for teacher retention, motivation, and a quality learning environment. Viewing schools as "factories," attractive conditions and fulfilled needs are essential "inputs" for producing quality "learning." Balancing personal and professional development through in-service activities is also vital.

Teacher attrition, a global issue, involves teachers leaving classroom duties for other professions or personal reasons (Miller & Chait, 2008). High attrition rates, particularly within the first five years, pose challenges for workforce planning and reflect potentially poor school environments and low morale. Factors contributing to this include low wages, poor working conditions, lack of professional development, and stressful environments (UNESCO, 2006). Employer-related issues like inadequate salaries, poor motivation, difficult working conditions (lack of resources, poor facilities), and limited promotion opportunities significantly influence teachers' decisions to leave the profession, impacting the quality of education.

Employer-related factors significantly drive teacher attrition. Low salaries compared to other sectors (Feng, 2005) and poor motivation (Bennell & Akyeampong, 2007; Adelabu, 2008) contribute to turnover. Difficult working conditions, including inadequate facilities and poor management (Boyd et al., 2011; Ladd, 2011;), and limited promotion opportunities (Bennell & Akyeampong, 2007) further exacerbate the issue, impacting teacher retention globally.

Teacher retention is significantly impacted by several factors directly related to the team member experience. Job satisfaction, strongly tied to competitive salaries and supportive administrative practices, remains a critical element influencing a teacher's decision to stay in the profession (Baker & Koedel, 2025; Jacobs, 2025; Gratz et al., 2024). A lack of adequate administrative support and limited collegial interaction also contribute to teachers leaving (Jacobs, 2025; Gratz et al., 2024). Opportunities for professional development and career growth, including chances for specialization, are vital for long-term commitment (UNESCO, 2025; Sorensen & Ladd, 2020). Furthermore, personal factors such as stress, burnout, and family responsibilities significantly influence attrition rates (Gratz et al., 2024; Maheshwari & Kasturi, 2024).

The study utilized the embedded mixed methods design that prioritizes one type of data (either quantitative or qualitative) as the primary source, and the other data is used to complement the other (Yu & Kazanchi, 2017). Usually, embedded mixed methods design is used when there are distinct research objectives or questions that require using one dataset (either quantitative or qualitative) to answer them efficiently. The study sought to provide insights into three research objectives, namely:

To analyze employer and employee-related factors contributing to teachers' attrition in the Techiman municipality of Ghana.

To analyze external factors contributing to teachers' attrition in the Techiman municipality of Ghana.

To examine factors that can help retain basic school teachers in the Techiman municipality of Ghana.

The first two research objectives required the gathering of quantitative data. In contrast, the third objective required insights from qualitative data, hence the appropriateness of the embedded mixed methods design for the study.

A descriptive survey design that gathers information about prevailing conditions or situations for description and interpretation (Salaria, 2012) was adopted to collect the quantitative data for the first two research questions. On the other hand, phenomenology was adopted as a research method to help gain rich insights into the lived experiences (Frechette et al., 2020) of selected basic school teachers on the factors that could potentially help retain them in the teaching profession at Techiman municipality of Ghana. Long engagements with selected basic school teachers via key informant interviews were carried out using a semi-structured interview guide designed and validated via pilot testing.

The study population comprised 593 JHS teachers in the 10 circuits in the Techiman Municipality of Ghana. The researchers used simple random and convenience (accidental) sampling techniques. Five (5) circuits out of the ten (10) circuits were selected through a simple random technique. The researchers did this through the lottery approach. The names of the circuits were assigned to numbers from 1 to 10. These numbers on paper were folded and put in a bowl. The numbers 1, 2, 3, 4, and 5 that were selected randomly were used for the circuits.

The researchers adopted the simple random technique to ensure every unit gets an equal chance of being selected. In these five circuits, one hundred and ninety-seven (197) teachers were selected through convenience sampling. Convenience sampling was used because it allowed teachers who were readily available and willing to participate in the study to be selected by the researcher. Thus, the sample was selected primarily based on what the researcher could access. The breakdowns of the sample used are in Table 1.

The total sample size (n = 197) is representative of the target population (n = 593). This was found sufficient and applicable because, according to Gay and Diehl (1992), the sample size should be 10% of the population for descriptive research. However, if the population is small, then 20% may be required. Looking at the total population (n = 593) and the sample size (n = 197), the researcher can say that the sample size is representative of the target population.

The study received approval from the ethical committee at the Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Ghana, with the assigned approval number DEIST-FES-MPHIL-00027-23.

The use of a questionnaire as a survey tool for the study was deemed adequate for the collection of quantitative data (Saunders et al., 2012) among basic school teachers because it is most productive when the respondents are expected to be able to read and understand the questions (Denscombe, 2007). The questionnaire was in four parts. The first part talks about the teachers' background information. Teachers' sex, age, marital status, academic qualification, teaching experience, and professional status were sought.

The second Part solicits information on employer-related factors contributing to teachers' attrition. Twelve closed-ended questions were set for this Part. The questions were rated on a 5-point Likert-type scale. Strongly disagree was scored 1, Disagree scored 2, Neutral scored 3, Agree scored 4, and strongly agree scored 5. The third and fourth Part Parts sought information on employee-related and external factors contributing to teachers' attrition. The two parts (Part Three and Part Four) were made of 12 closed-ended questions rated on the same Likert-type scale.

A semi-structured interview guide was used to gather responses from the participants on what can help retain basic school teachers in the profession. The respondents were asked to describe their views on how the government/Ministry of Education, school administrators, and parents of students can help retain teachers in the Techiman Municipality of Ghana. Two human resource officers, three teachers in the service, and three teachers out of the service were interviewed.

The questionnaire and semi-structured interview guide were piloted with 35 teachers in one of the circuits in Techiman North District. Suggestions garnered were used in revising sections of the data collection tools before they were administered.

The data collected from the questionnaire and the interviews were analyzed in two main ways: The quantitative data were analyzed using descriptive and inferential statistics such as percentages, mean, and standard deviation with the help of Statistical Package for Social Scientists (SPSS) version 20. On the other hand, qualitative data were analyzed using thematic analysis. The responses were audio-taped and transcribed. During the analysis, codes and themes were generated from the transcribed qualitative data with the assistance of the Nvivo software. The themes were interpreted to make meaning and compared with the extant literature to make scholarly inferences. Some of the thick quotes from the interview transcripts illustrated the themes generated to enliven the richness of the qualitative thematic analysis.

The demographic information of teachers for the study covers characteristics such as teachers, sex, age, marital status, academic qualification, length of teaching experience, and professional status. These characteristics were sought to know more about the participants (teachers) involved in the study. The results obtained are reported in Table 2.

The results in Table 2 on teachers' demographic information show that on gender (sex) status, 134 or (68.0%) respondents were male while 63, implying (32.0 %) of respondents were female. This indicates that most teachers involved in the study were male teachers. For teachers' age, many were written 26-30 years and 31-35 years, representing 50 (25.4%) and 52 (26.4%) teachers, respectively. Also, the majority, 145 signifying (73.6%) teachers, were married. Only a few of them, two or (1.0%) teachers indicated they were widowed. Further, on teachers' academic qualifications, the majority, 118 representing (59.9%) teachers, indicated that they were first-degree holders. This was followed by 57 suggesting (28.9%) teachers with Diploma certificates. Only 6 (3.0%) teachers had obtained a Master's degree. Adding to teachers' demographic information, length of teaching experience was sought. On this, the majority, 53 (26.9%) and 64 (32.5%) teachers, have taught for 1-5 years and 6-10 years, respectively. Finally, on teachers' professional status, the statistics show that the majority, 192(97.5%) teachers were professional teachers, and only 1 (0.5%) teacher was a pupil teacher. This suggests that many of the teachers sampled for the study have had educational training as teachers.

Research Question 1. What employer-related factors contribute to teachers' attrition in the Techiman Municipality?

This research question was set to investigate factors related to the employer contributing to teachers' attrition. The results obtained from the questionnaire are reported in Table 3. The responses were based on the Likert scale: Strongly disagree (SD), Disagree (D), Neutral (N), Agree (A), and strongly agree (SA).

N = 197; SD = Strongly Disagree; D = Disagree; N= Neutral; A = Agree; SA = Strongly Agree.

On employer-related factors, certain factors such as salary, pension benefits, motivation, accommodation, health care packages, allowances, promotions, transfers, style of school administrators, staff development, involvement in decision making, and style of district administrators were investigated to find out they influence teachers' attrition. The statistics in Table 3, 2 for teachers' concern on salary show that the majority, 97 symbolizings (49.3%), responded strongly agree, indicating that they believed salary influenced teachers' attrition. This was followed by 75 (38.1%) teachers who agreed that salary influences teachers' attrition. Only a few, five denoting (2.5%) teachers, indicated that they strongly disagree that salary influences teachers' attrition.

Concerning teachers' concern about pension benefits, many responded strongly agree, representing 74 indicating (37.6%) teachers. This indicates that the nature of pension benefits for teachers influenced their attrition. Few of them, 4, implying (2.0%) teachers responded strongly disagree, indicating that pension benefits do not influence teachers' attrition. Regarding the motivation of teachers, 81 (41.1%) teachers responded strongly, indicating that motivation is a factor that influences teachers' attrition. Only a few 11 (5.6%) teachers considered motivation as not influencing teachers' attrition by responding strongly disagree.

Also, on the accommodation of teachers, many, 72 denoting (36.5%) teachers indicated they agreed that influences teachers' attrition. Few, 13 representing (6.6%) teachers strongly disagree that accommodation influences teacher attrition. Again, regarding the health packages of teachers, 78 specific (39.6%) teachers agree that it influences teachers' attrition. Only 10 or (5.1%) teachers strongly disagree that health care packages of teachers influence their attrition. That is, they do not believe that is a factor in influencing teachers' attrition.

On allowances for teachers, the majority, 90 (45.7) teachers, agree that allowances for teachers are a factor that influences attrition. On the other hand, four signifying (2.0%) teachers indicated that allowances for teachers are not a factor to influence attrition for teachers' concern for both promotion and transfers, the majority representing 84 representing (42.6%) teachers and 57 symbolizing (28.9%) teachers respectively, indicated they agree that promotions and transfers difficulties influence teachers' attrition.

Further, 53 teachers (26.9%) responded that they disagreed with the style of school administrators, indicating that the style of school administrator does not influence teachers' attrition. However, 52 of (26.4%) teachers agree, indicating that the style of the school administrator is a factor in influencing teachers' attrition. For teachers concerned about staff development and involvement in decision-making, the majority, 58 signifying (29.4%) teachers and 72 connoting (36.5%) teachers, respectively, responded as disagree, indicating that staff development and involvement in decision-making are not factors influencing teachers' attrition. For the style of district administrators, 56 (28.4%) teachers indicated they agree that the style of district administrators influences teachers' attrition. In comparison, another 56 symbolizing (36.5%) teachers disagree that the style of district administrators influences teachers' attrition.

Further, descriptive statistics on employer-related factors show that teachers' concern about salary as a factor that influences attrition was ranked first (RII = 0.85). This was followed by teachers' concern about the lack of allowances (RII = 0.81), motivation of teachers (RII = 0.79), and pension benefits of teachers (RII = 0.78). This suggests that teachers consider salaries, lack of allowances, motivations, and pension benefits as major employer-related factors influencing teachers' attrition. The least ranked factors of teachers' attrition were low teachers' involvement in decision-making (RII = 0.56), inadequate staff development or training (RII = 0.59), and style of school and district administrators (RII = 0.62). This also indicates that the teachers sampled for the study place less premium on teachers' involvement in decision-making, inadequate staff development or training, and school and district administrators' style as factors influencing teachers' attrition.

These findings align with previous research indicating that low salaries and lack of allowances are significant factors in teacher attrition (Madigan & Kim, 2021; Doherty, 2020; UNESCO, 2025; Shaoan, Namanyane, Feng & Arif,2025; Ayodele, Chang-Richards, & González, 2020). However, the low concern for staff development and decision-making involvement contrasts with findings by Ayodele, Chang-Richards, González, (2020), who identified a lack of professional development as a potential factor in attrition.

Research Question 2 What team member-related factors contribute to teachers' attrition in the Techiman Municipality?

This research question was intended to find factors related to the team members that cause teachers' attrition. The factors considered included teachers' teaching interest, lack of contact or interaction, continuing education, students' disrespectful behaviors, family problems, nearing family or friends, living with spouse or companion, living in towns or urban centers, working conditions, people's lifestyle, pursuing other careers, and parents disrespectful behavior. The results obtained are reported in Table 4.

N = 197; SD = Strongly Disagree; D = Disagree; N= Neutral; A = Agree; SA = Strongly Agree.

The statistics in Table 4, an employee-related factor, show that, on teachers' interest in teaching at the basic level, the majority, 67, implying (34.0%) teachers disagree that teaching at the basic level is not interesting. They are not a significant factor influencing their attrition; 22 (11.2) of teachers strongly agree that teaching at the basic level is not interesting. On lack of contact or interaction with others, the majority, 83, signifying (42.1%) teachers disagree that lack of contact or interaction with others is a factor that influences teachers' attrition. Meanwhile, 12 denoting (6.1%) teachers strongly agree that it is a factor that influences teachers' attrition.

Also, on the willingness of teachers to continue their education, 64 (32.5%) of teachers believed it is a factor that causes teachers' attrition. Sixteen teachers, representing 8.1%, strongly disagree as a factor of teachers' attrition. On some teachers' bad attitude towards teaching, the majority, 63 symbolizing (32.0%) teachers, indicated that they agree that some teachers' bad attitude towards teaching causes teacher attrition. Others, 23 indicating (11.7%) teachers strongly disagree with teachers' bad attitudes towards teaching as a factor influencing teachers' attrition.

Further, on family problems, 65 or (33.0%) of teachers disagree that it causes teacher attrition. This represents the majority of the teachers, while 20 (10.2%) teachers strongly agree that it is a factor of teacher attrition. Similarly, the intention to live near family or friends was disagreed 82, signifying (41.6%) teachers as a factor of teachers' attrition. In the same vein, the intention to live with a spouse or companion was disagreed with by 77 or (39.1%) of teachers. This means the majority of the teachers do not believe it is a factor that causes teacher attrition. Regarding the willingness to live in towns, urban centers, and cities, 71(36.0%) teachers agree it is a factor in teachers' attrition. Only 18 representing (9.1%) teachers strongly disagree that it causes teachers' attrition.

Regarding teachers' satisfaction with working conditions in their schools, 65 (33.0%) said they disagreed with the working conditions. This means the majority were not satisfied with the working conditions in their schools. However, 20(10.2%) teachers indicated that they strongly agree, meaning they are satisfied with the working conditions in their schools.

On teachers' lifestyle in their communities, the majority, 68, symbolizing (34.5%) teachers, disagree that it is a factor of teachers' attrition. Only 13 signifying (6.6%) teachers strongly agree that it causes teacher attrition. Moreover, on willingness to pursue another career outside education, 93 signifying (47.2%) teachers, representing most of the teachers, indicated that they agree it causes teachers' attrition. 7 connoting (3.6%), teachers representing minorities said they strongly disagree that it is a factor in teachers' attrition. Finally, on teachers' disrespecting themselves, many, 98 or (49.7%) teachers agree strongly that it causes teacher' attrition, while only six (3.0%) teachers strongly disagree.

Further descriptive statistics on team member-related factors show that teachers' concern about willingness to pursue another career outside education was ranked first (RII = 0.78) as a significant cause of teachers' attrition. This was followed by concerns about teachers disrespecting themselves (RII = 0.74) and the willingness of teachers to continue their education (RII = 0.67). This indicates that teachers consider careers outside education, teachers disrespecting themselves, and the willingness of teachers to continue their education as major team member factors of attrition. On the other hand, the least ranked team member-related factors were lack of contact or interaction with others (RII = 0.50), teachers' intention to live near family (RII = 0.53), teachers' intention to live with friends or loved ones, and family problems (RII = 0.55). This suggests that teachers place less importance on these as significant factors influencing teachers' attrition.

The results obtained in Table 4.3 revealed that, regarding team member-related factors, most teachers believed that willingness to pursue another career outside education and willingness to pursue education were the significant factors that influenced teachers' attrition. This revelation did not differ from the findings of Borman and Dowling (2008). These researchers found in their research work that teachers departing to other professions were a significant factor in teachers' attrition. A powerful relationship was found between teachers' attrition and departure to other professions. Also, it was found that teachers did not place much premium on lack of contact or interaction and intention to live near family or friends as a significant determinant of their attrition. These findings align with GNAT (2022) and Doan, Steiner, and Pandey (2024), who found that teachers leaving for other professions is a significant factor in attrition, with a strong relationship between attrition and career change. Teachers did not prioritize lack of contact or interaction and living near family as significant factors in their attrition.

Research Question 3 What external factors contribute to teachers' attrition in the Techiman Municipality?

The research question was intended to find external factors that affect teachers' attrition. The external related factors that were considered included opportunities of some other occupation, recognition by society, distance of a school, opportunities in non-governmental organizations (NGOs), opportunities in private schools and companies, opportunities for abroad, political intimidations, willingness to enter politics, inadequate teaching logistics, limited social or recreational opportunities and fear of violence in school. The results obtained are presented in Table 5.

N = 197; SD = Strongly Disagree; D = Disagree; N= Neutral; A = Agree; SA = Strongly Agree.

The statistics gathered in Table 5 on external related factors show that on better opportunities of other occupations, the majority, 81, symbolizing (41,1%) teachers agree that it contributes to teachers' attrition. Only one indication (0.5%) strongly disagrees with this factor of teacher attrition. Similarly, on low recognition by society, the majority, 86 or (43.7%) of teachers agree that it is a significant cause of teachers' attrition. Only three (1.5%) teachers strongly disagree with this factor of teachers' attrition. Also, on the distance of a school, many, 82 meaning (41.6) teachers disagree that it is a factor of teachers' attrition. Eighty-eight percent (44.7%) of teachers agreed that opportunities in non-governmental organizations significantly cause teachers' attrition. Only nine (4.6%) indicated strongly disagree with this factor. On opportunities in private schools, the majority, 85 denoting (43.1%) teachers, disagree, indicating that it is not a significant factor in teachers' attrition.

Further, opportunities in private sectors, for abroad, political intimidations, and willingness to enter into politics were agreed upon by a majority representing 101(51.3%) teachers, 95(48.2%) teachers, 71(36.0%) teachers and 79 signifying (40.1%) teachers respectively as a significant cause of teacher attrition. In the same way, for inadequate teaching logistics, the majority, 84 connoting (42.6%) teachers, agree that it is a significant cause of teachers' attrition. On limited social or recreational opportunities, the majority, 69 representing (35.0%) of teachers, disagree that it is a factor of teachers' attrition. Finally, on fear of violence in schools, many teachers, representing 63 denoting (32.0%) teachers, agree that it is a significant cause of teachers' attrition. However, 20 (10.2%) of teachers strongly disagree that it does not contribute to attrition.

Adding to the results obtained, descriptive statistics on external related factors show that teachers' concern for better opportunities at some other occupations was ranked first (RII = 0.88) as a significant cause of teachers' attrition. This was followed by low recognition of teachers by society (RII = 0.80) and opportunities for abroad (RII = 0.78). This means that teachers consider better opportunities at some other occupation, low recognition of teachers by society, and opportunities abroad as major external factors of attrition. The least ranked external-related factors of attrition by teachers were opportunities in private schools (RII = 0.50), distance of schools (RII = 0.58), and limited social or recreational opportunities (RII = 0.59). Thus, teachers place less importance on these as external factors of attrition. The statistics gathered on external factors related to teachers' attrition in Table 4.4 show that most of the respondents (teachers) were concerned about better opportunities in some other occupation and low recognition by society as a significant determinant of teachers' attrition. On the other side, it was found that teachers did not consider opportunities in private schools and the distance of their school as significant factors that influenced teachers' attrition. These findings indicate that teachers prioritize better opportunities in other occupations, low societal recognition, and opportunities abroad as major external factors in their attrition (UNESCO, 2025; Shaoan, Namanyane, Feng & Arif, 2025). They place less importance on opportunities in private schools, school distance, and limited social or recreational opportunities.

Research Question 4 What Factors Can Help Retain Basic School Teachers in the Techiman Municipality?

This research question was used to investigate what, from the respondents' view, can help keep teachers in the teaching profession. Two human resource officers (HRO), three in-service teachers (IST), and three teachers who left the service (TWLS) were interviewed. The respondents' views are summarised in Table 6.

The government/Ministry of Education, school administrators, and students' parents examined the factors to be considered in retaining teachers. The interviewees were concerned about how the Government /Ministry of Education can retain teachers. One HRO had this to say;

"Good policy must be established to retain teachers for at least five years from college. Increase teachers' salaries to a satisfactory level per qualifications and motivate them to stay and teach. Plan a good package for teachers such as housing for pension; retirement benefits must be adequate, accommodation for teaching staff; transfer grants must be given".

The respondents' view indicates that the government/Ministry of Education should establish sound policies and increase teachers' salaries, motivate teachers, and ensure good pension packages for teachers, to mention just a few. These views show consistency with ((Madigan & Kim, 2021 Han, Borgonovi, and Guerriero, 2018) that salary increment is a significant factor for teachers to stay. Béteille and Loeb (2012) report that new teachers who left public schools indicated that "better salary and benefits" affected their decision to leave teaching. The view indicated above is similar to the one expressed by one In-Service Teacher:

"The government or Ministry of Education should motivate and increase teachers' salaries. Also, provide basic needs for teachers."

The other respondents also have different views on how the Government/Ministry of Education can help retain school teachers. One of the Teachers Who has Left the teaching Service has this to say;

The government or the Ministry of Education should provide teaching materials and equipment for the teachers and schools.

The respondent's view indicates that the Government/Ministry of Education must give teachers the requisite resources to aid teaching and learning. This is consistent with (Doherty, 2020; Arnold & Rahimi 2025 Walker 2025), that support for professional study and learning through incentives and resource availability is critical in retaining teachers. This shows that the availability of resources is a key driver to retaining teachers in the profession. Furthermore, regarding the respondents' views on how school administrators can retain teachers, one Human Resources Officer (HRO) provided the following insight;

School administrators should guide, counsel, and direct teachers in the profession. Also, it must help teachers appreciate the teaching profession.

The respondent believes that school administrators should assist in counseling teachers to understand the intricacies of their profession without becoming frustrated. This can be achieved through career development programs. Callahan (2016) emphasized the importance of supporting teachers, particularly those beginning their careers, through teacher development initiatives and mentorship. Such support is believed to help retain teachers (Shaoan, Namanyane, Feng & Arif, 2025). Additionally, a supportive school environment with strong leadership and positive mutual relationships significantly influences teacher retention (Nguyen, See, Brown, & Kokotsaki, 2024). These views align with those of another respondent (IST), who stated;

Encourage teachers to give their best to teach, support teachers in times of need, defend them when necessary, avoid hiding vital information from them, and involve them in decision-making.

The respondents believed that, through their administrator's support and appreciation, they would be able to understand the teaching profession properly. This will make them stay in the service. Another respondent (TWLS) re-echoed a similar view:

They must periodically visit the staff members to encourage them to love the work and also visit their students.

This suggests that administrators' words of encouragement and time to visit motivate teachers to admire their profession. Finally, on the respondents' views on how students' parents can help retain teachers, one HRO expressed his view that:

Parents must appreciate the efforts of teachers and respect teachers as well. Also, we must encourage teachers and offer support to them.

This respondent also shares a similar view regarding parents, suggesting that teachers can be retained when parents respect and appreciate their efforts. Shahzad, Ali, and Shafiq (2024) echo this perspective that teachers often receive low social status and are held in low esteem. Consequently, many teachers leave the education sector due to public pressure, which portrays them as undervalued, disrespected, and degrading the teaching profession. Teachers can be retained when they are accorded the necessary respect in society. Another respondent (IST) holds a similar view on this matter:

Parents should respect teachers and the teaching profession and stop insulting teachers in the presence of their children.

The views shared all agreed with existing literature (Kochemasova, 2018) that teachers see the teaching profession as unique, but the public finds it a low-salary profession with poor recognition. Teachers are not rich, and their lifestyles are below average compared to other professions or jobs. In order to retain teachers, the government/ministry of Education, school administrators, students' parents, and all stakeholders must do their part to retain teachers.

Hypothesis 1: The teachers' perceived employer-related factors are more important contributors to attrition than employee-related factors and external-related factors.

The researcher compared the average of the employer, team member, and external related factors by performing the relative important index. The results obtained are reported in Table 7.

The results in Table 7 show that, among the three variables, employer-related factors were ranked first (RII = 0.70) as a major contributor to teachers' attrition. This was closely followed by external-related factors (RII = 0.69). The least ranked factor was team member-related factors (RII = 0.61) contributing to teachers' attrition. Based on this, hypothesis 1 was accepted, indicating that the teachers' perceived employer-related factors are more important contributors to teachers' attrition than employee-related and external factors.

The teachers' perception of employer-related factors as important contributors to teachers' attrition is consistent with the findings of research conducted by Mchia (2013). The main findings of the research (Mchia, 2013) were that unfavorable employer-related factors significantly affect teacher turnover. The study established that poor and challenging working environments, delays in promotion, and provision of teachers' allowances, arrears, and salaries are the factors of teachers' turnover. Other employer-related factors, such as inadequate benefits and lack of teacher motivation, were found to contribute to teacher turnover (Madigan & Kim, 2021). These findings were not different from what was found in this study. Further, Candle (2010) discovered that 70% of the respondents, based on the final analysis, showed that employer-related factors such as wages and salaries, supervisors' style, and poor working conditions accounted for the high teacher turnover rate. The schools with better salaries, supervision, and good working conditions had a low teacher turnover rate. The study also revealed a positive relationship between employer-related factors (like poor salary, supervision style, and poor working conditions) and teachers' attrition. The aforementioned studies show that the findings of this study do not deviate from the existing literature that teachers' perceived employer-related factors are more important contributors to attrition than employee-related and external factors.

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