Influence of Transformational Leadership on Teacher Retention in Rural Public Secondary Schools in Karongi District, Rwanda

Abstract

The purpose of this study was to find out the influence of transformational leadership on teacher retention in rural public secondary schools in Karongi district, Rwanda. The objectives were to examine the influence of intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation on teacher retention in rural public secondary schools. The research was anchored on the transformational leadership theory. The study adopted a mixed methods approach, specifically a convergent parallel design. The target population was 25 secondary schools and 25 principals, 455 teachers, and one District Education Officer (DEO). The study used simple random sampling to select 8 out of 25 secondary schools and their principals. Stratified and simple random sampling was used to select 137 out of 455 teachers. Purposive sampling was used to include the district education officer. Data collection tools were questionnaires for teachers and in-depth interview guides for principals and the DEO.The research instruments were reviewed for validity by supervisors. Descriptive statistics (frequencies and percentages) were used to analyze quantitative data with the help of SPSS version 29. Data was presented by the use of tables. Qualitative data was analyzed using a thematic approach and presented as narratives and direct quotations. The study revealed that transformational leadership, through intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation, positively impacts teacher retention in rural public secondary schools in Karongi District, Rwanda. However, many teachers reported feeling uninspired by their principals’ vision, behavior, and integrity, indicating a crisis of trust that undermines motivation and retention. The study recommends that the Ministry of Education strengthen transformational leadership in rural schools by investing in targeted leadership training for principals. Such programs should emphasize intellectual stimulation, ethical conduct, vision setting, individualized support, and effective communication. Principals are encouraged to model integrity, fairness, and high ethical standards while clearly communicating their vision and values. They should also enhance individualized consideration by recognizing teacher contributions, listening to concerns, and providing constructive feedback. In addition, principals should adopt motivational strategies such as celebrating successes and using consistent, personalized communication to improve teacher satisfaction and retention.