Influence of School Leadership on Teacher Retention in Public Secondary Schools in Adamawa State

This study examines the influence of school leadership styles on teacher retention in public secondary schools in Adamawa State, North East Nigeria. Teacher attrition is a persistent challenge in North East Nigeria, compounded by insecurity, poor welfare, and school leadership quality that affects the professional environment experienced by teachers. The study employs a cross-sectional survey design, drawing a stratified sample of 360 teachers from 18 schools in Yola North, Mubi North, and Ganye local government areas. Data were collected using the Multifactor Leadership Questionnaire and a Teacher Retention Intention Scale validated for the Nigerian context. Structural equation modelling using PLS-SEM examined direct and mediated pathways from leadership to retention. The study is grounded in Bass and Avolio's Transformational-Transactional Leadership Model and Self-Determination Theory. Transformational, transactional, and laissez-faire leadership dimensions are examined as predictors of retention through the mediating mechanisms of job satisfaction and professional autonomy. Findings are anticipated to show that transformational leadership significantly predicts teacher retention through enhanced job satisfaction and sense of professional purpose. The moderating role of school location and teacher subject area is examined. Recommendations address the Adamawa State Secondary Education Board and teacher education institutions on embedding leadership for retention strategies in principal training and embedding post-qualification mentoring for new teachers in challenging posting locations. Keywords: school leadership, teacher retention, secondary schools, Adamawa State, transformational leadership