Date of Conferral

2-10-2026

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Lori Demeter

Abstract

Research on teacher retention in rural areas highlights persistent challenges, including geographic isolation, limited resources, and inadequate support. Studies have shown that financial incentives are critical for sustaining teacher retention, but a gap in the literature exists as to what specific non-financial challenges may also be important in influencing teachers’ long-term commitment. To address the social problem of teacher retention in rural secondary schools in Guyana, this study assessed the effectiveness of incentive policies in retaining teachers across four selected regions facing unique challenges. Data were collected through semi structured interviews and analyzed using thematic analysis. The purpose of this general qualitative study was to determine whether elements of the current policies effectively supported teacher retention and to identify areas for improvement through the lens of the policy feedback theory. Findings revealed several themes, including the importance of financial incentives, critical nonfinancial incentives, impact of personal challenges, role of professional challenges, policy modifications needed, and the necessity for programs to remove social or physical barriers in retention. The findings underscore the need for policymakers to invest more in nonfinancial incentives, such as comfortable housing, mentorship programs, and localized community support structures, to help motivate teachers to remain in rural schools. Findings may inform strategic policy development. By aligning incentives with teachers' lived experiences, policymakers may make decisions that improve long-term retention, thereby improving educational outcomes and, in turn, driving social change by strengthening rural education in Guyana through sustainable teacher workforce practices.

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