Examining the Influence of School Climate on Science Teacher Retention in Rural Secondary Schools in Kebbi State

This study examined the influence of school climate on the retention of Science teachers in rural secondary schools in Kebbi State, Nigeria. The chronic shortage of qualified science teachers in rural Nigerian schools is partly attributable to poor retention, and school climate, encompassing physical environment, collegial relationships, professional support, and safety, is a theorised predictor of teacher stay or leave decisions. A descriptive correlational design was used. The sample comprised 200 Science teachers from rural secondary schools across Aliero, Zuru, and Yauri Local Government Areas. A validated School Climate Scale and a Teacher Retention Intention Inventory were administered, with reliability coefficients of 0.83 and 0.80. Binary logistic regression and Pearson's correlation were used in analysis. Results showed that collegial support and professional development opportunities within the school climate were the strongest predictors of teacher retention intention. Physical environment quality and school safety showed moderate associations. Nearly 60 percent of teachers with low school climate scores reported intention to transfer or leave teaching within two years. The study fills a gap in the Nigerian rural teacher retention literature and recommends differentiated retention incentives for rural science teachers, including professional development partnerships, housing support, and collegial support structures for isolated school communities. Keywords: school climate, teacher retention, Science teachers, rural schools, Kebbi State.