School Leadership and Teacher Retention: A Mixed-Methods Study in Central Gondar, Ethiopia

Teacher turnover poses a significant threat to the quality and equity of education in Ethiopia. This study investigated the multifaceted causes of teacher attrition in the Central Gondar Zone, employing a concurrent mixed-methods design. Data were collected from 168 teachers and two woreda education experts through surveys, focus groups, and archival analysis (2012–2024). The findings identified inadequate remuneration and poor living conditions as the most severe concerns. A multiple linear regression analysis revealed that job satisfaction was the most powerful predictor of turnover intention (β = -0.62, p < .001), accounting for 35.5% of its variance (R² = 0.355), representing a large effect size. Archival data revealed a concerning 25–35% increase in turnover rates over the past decade. Grounded in Mason and Matas' (2015) four-capital model, the analysis underscores that deficits in social and psychological capital, which are directly influenced by school-level leadership, are critical drivers of attrition. Qualitative findings revealed three key themes: disconnected leadership, perceived unfairness, and inadequate advocacy. The study concludes by proposing a practical, four-dimensional leadership framework for school directors, positioning them as pivotal agents of retention through strategic advocacy, community engagement, and targeted teacher support. This research contributes a context-specific, actionable strategy for mitigating the teacher turnover crisis in resource-constrained educational systems.