Teacher Motivation and Retention in Rural Niger

A Scoping Review of the African Educational Landscape

Abstract

This scoping review addresses the critical challenge of teacher motivation and retention within rural schools in Niger, a persistent issue that undermines educational quality and exacerbates regional inequities across Africa. Despite policy attention, a consolidated understanding of the specific factors affecting Niger’s rural teaching force, situated within the broader African educational landscape, is lacking. The objective of this review is to systematically map the extent, range, and nature of the available evidence on this topic. Guided by the PRISMA-ScR framework, we conducted a systematic search of academic databases and grey literature sources, focusing on studies published in English and French. Our analysis reveals that the evidence base, while limited, consistently identifies a confluence of demotivating factors. These are categorized into three interconnected domains: critical material deficits (including inadequate housing, delayed salaries, and poor school infrastructure), professional isolation (limited supervision, scarce professional development, and minimal community support), and systemic policy gaps (inequitable deployment and insufficient hardship incentives). The findings underscore that teacher motivation in rural Niger is not a singular issue but a systemic one, deeply embedded in broader socio-economic and governance challenges. This review signifies a crucial synthesis for Nigerien and African policymakers, highlighting the urgent need for integrated, context-sensitive strategies that address both the tangible and professional needs of educators to foster a stable, motivated teaching cadre for achieving Sustainable Development Goal 4.