Systematic Review on Work Environment and Teacher Retention in Rural Ghanaian Schools

This study reviewed literature published between 2020 and 2026 on work environment and teacher retention in rural Ghanaian schools. Although teacher retention has received growing attention in educational research, fewer studies have examined how workplace conditions, leadership practices, teacher wellbeing, and professional support together shape retention within deprived rural schools in Ghana. The review explored how these school and institutional conditions influenced teachers’ experiences and long-term commitment. Studies were drawn from sources including Google Scholar, ERIC, Scopus, and university repositories, then examined through a systematic review and thematic analysis process. Across the reviewed studies, retention was linked to several connected workplace realities rather than one single factor. Workload pressure, overcrowding, emotional strain, inadequate teaching materials, and weak institutional support frequently affected morale and commitment. Some schools nevertheless reported more positive experiences where supportive leadership, collegial relationships, and opportunities for professional learning were present despite difficult conditions. Over all the review highlights that teacher retention in rural Ghanaian schools is strongly influenced by working conditions and institutional support systems.