Teachers’ turnover and students’ academic achievement in selected schools in Aboso

Abstract

The study investigated the influence of teachers’ turnover on students’ academic achievement among selected schools in Aboso. Its purpose was to examine how frequent teacher changes influence instructional continuity and learners’ performance, as well as to identify the key factors driving teacher attrition. Employing a quantitative approach with a descriptive research design, primary data were collected through questionnaires. The study utilised a census sampling technique, engaging a total of 110 respondents, and data analysis was conducted using descriptive statistics, including frequencies, percentages, means, and standard deviations, with support from SPSS. The findings revealed that teacher turnover was perceived to be high, with frequent replacements and inter-school transfers contributing to workforce instability. Institutional and organisational factors, particularly inadequate salaries, poor working conditions, limited teaching resources, and insufficient professional support, were identified as major causes of attrition. Moreover, frequent teacher changes negatively affected students’ academic achievement by disrupting syllabus completion, classroom routines, and instructional consistency, while diminishing learners’ motivation and engagement. The study recommended that school managers and authorities enhance teacher retention through competitive pay, supportive conditions, mentorship, and consistent teacher allocation, emphasising instructional stability and strong teacher-student continuity to sustain students’ academic performance.