A Participatory Action Research Methodology for Investigating Teacher Motivation and Retention in Rural Liberian Schools

Abstract

Teacher motivation and retention constitute a critical challenge for educational quality in rural Liberia, yet conventional research often fails to produce contextually relevant or sustainable solutions. This methodology article presents a Participatory Action Research (PAR) framework specifically designed to investigate and address this persistent problem. The approach centers on co-construction of knowledge, positioning rural teachers not as subjects but as co-researchers in a cyclical process of problem identification, collaborative planning, implementation of practical strategies, and critical reflection. This multi-phase methodology, conducted over an academic year within a network of three rural schools, employs community dialogues, reflective journals, and focus groups to unearth the nuanced socio-cultural and systemic factors affecting teacher persistence from an emic perspective. The primary argument is that the PAR process itself is a powerful intervention; preliminary applications suggest it fosters professional agency, builds supportive peer networks, and cultivates a sense of collective efficacy among educators. The significance of this methodology lies in its potential to generate authentic, grassroots-driven strategies for improving teacher morale and retention, thereby directly contributing to the stability of the Liberian and wider West African educational landscape. It offers a decolonial alternative to extractive research paradigms, providing a replicable model for sustainable educational development grounded in African participatory principles.