Teacher Motivation and Retention in Public Secondary Schools in Taraba State

This study investigates the relationship between motivational factors and teacher retention in public secondary schools in Taraba State, North East Nigeria. Teacher attrition has emerged as a serious challenge in Nigerian public schools, undermining instructional continuity and the quality of secondary education. In Taraba State, remote geography, poor salary payment schedules, and limited career advancement opportunities have contributed to persistent teacher shortages. The study employs a descriptive survey design and draws a sample of 280 teachers from 35 public secondary schools across three senatorial zones in Taraba State. Data are collected using a validated questionnaire covering intrinsic and extrinsic motivational factors, and analysed with mean, standard deviation, and regression analysis. The study is underpinned by Herzberg's Two-Factor Theory of motivation. Findings reveal that timely salary payment, housing allowances, access to professional development, and recognition from school administrators are the most significant predictors of teacher retention in the sampled schools. Teachers in hard-to-reach areas report the lowest motivation levels and highest intention to leave the profession. The study recommends that the Taraba State government introduce rural service allowances and career incentive schemes targeting teachers in underserved communities. Keywords: teacher motivation, teacher retention, school administration, Herzberg's theory, Taraba State.