Factors Influencing Retention of Agricultural Science Teachers in Public Secondary Schools in Edo State, Nigeria

Teacher retention remains a major concern in Nigerian public secondary schools, particularly in vocational subjects such as Agricultural Science where practical skills, continuity, and experience are essential for effective instruction. Frequent teacher turnover disrupts learning, reduces instructional quality, and weakens students’ agricultural competence. This study investigated the factors influencing the retention of Agricultural Science teachers in public secondary schools in Edo South Senatorial District of Edo State, Nigeria. A descriptive survey design was adopted. The population comprised all Agricultural Science teachers in public secondary schools within the district, from which respondents were selected using a multistage sampling procedure. Data were collected using a structured instrument titled Factors Influencing Agricultural Science Teachers’ Retention Questionnaire (FIASTRQ). The instrument was validated by experts and yielded a reliability coefficient of 0.78 using Cronbach’s alpha. Mean and standard deviation were used to answer the research questions with a benchmark mean of 2.50. Findings revealed that salary and incentives, working conditions, professional development opportunities, and administrative support significantly influence teachers’ decisions to remain in service. The study concludes that improving teachers’ welfare and working environment is essential for sustaining Agricultural Science education and recommends better remuneration, conducive facilities, and regular professional development programmes.