Journal of Social Science and Human Research Studies (JSSHRS)

Teacher Recruitment and Retention Strategies in Cameroon’s Public Secondary Schools

Lyonga (Ph.D), Fritz Ikome Ngale

10 July 2026 · Vol. 2, Issue 7, pp. 1065-1075

DOI: 10.65150/EP-jsshrs/V2E7/2026-16

Abstract

Teacher recruitment and retention remain among the most pressing challenges confronting Cameroon's public education system, particularly in rural and conflict-affected regions where persistent teacher shortages continue to undermine educational quality and equity. This study examined the factors influencing teacher recruitment and retention in Cameroon's public schools and proposed strategies for strengthening the sustainability of the teaching workforce. The study was guided by two objectives: to analyze the underlying causes of teacher shortages and brain drain, and to recommend policy interventions that enhance teacher motivation and retention. The research adopted a mixed-methods approach using a convergent parallel design that combined quantitative and qualitative data. A total of 298 participants, comprising 260 teachers, 26 school administrators, and 12 regional and divisional education officials, were selected through multi-stage sampling from public secondary schools in the North, Centre, and South West Regions of Cameroon. Data were collected using structured questionnaires, semi-structured interviews, and document analysis, and analyzed using descriptive statistics and thematic analysis. The findings revealed that 83.8% of teachers and 57.1% of school administrators agreed that recruitment practices significantly influence teacher retention. Low salaries (98.1%), poor working conditions (85.4%), limited opportunities for professional development (83.8%), inadequate teaching resources (76.1%), and weak government support and policies (65.8%) emerged as the principal drivers of teacher shortages, attrition, and brain drain. Respondents further indicated that improved incentives, competitive remuneration, career advancement opportunities, timely integration into the public service, and enhanced working conditions would substantially reduce teacher migration and improve retention. The study concludes that addressing teacher recruitment and retention in Cameroon requires a comprehensive policy framework that combines financial incentives with improved professional support, equitable teacher deployment, transparent recruitment procedures, continuous professional development, and strengthened educational governance. Grounded in Human Capital Theory and Job Embeddedness Theory, the study argues that investing in teachers as valuable human resources is essential for improving educational quality and achieving sustainable national development. It recommends increased government investment in teacher welfare, decentralized recruitment mechanisms, improved infrastructure, targeted incentives for teachers serving in rural and conflict-affected communities, and strengthened institutional support systems to ensure a stable, motivated, and effective teaching workforce.

Keywords: Teacher recruitment, teacher retention, public schools, brain drain, teacher shortages, educational policy, Cameroon, Human Capital Theory, Job Embeddedness Theory.

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Lyonga (Ph.D), & Fritz Ikome Ngale (2026). Teacher Recruitment and Retention Strategies in Cameroon’s Public Secondary Schools. Journal of Social Science and Human Research Studies, 2(7), 1065-1075. https://doi.org/10.65150/EP-jsshrs/V2E7/2026-16

@article{Lyonga2026,
  title   = {Teacher Recruitment and Retention Strategies in Cameroon’s Public Secondary Schools},
  author  = {Lyonga (Ph.D) and Fritz Ikome Ngale},
  journal = {Journal of Social Science and Human Research Studies},
  year    = {2026},
  volume  = {2},
  number  = {7},
  pages   = {1065-1075},
  doi     = {10.65150/EP-jsshrs/V2E7/2026-16},
  url     = {https://doi.org/10.65150/EP-jsshrs/V2E7/2026-16}
}

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