IMPACT OF TEACHER ATTENDANCE AND TEACHING QUALITY ON STUDENT RETENTION IN RURAL PRIMARY SCHOOLS OF SINDH, PAKISTAN

Abstract

This study investigates the impact of teacher attendance and teaching quality on student retention in rural primary schools of Sindh, Pakistan. Using a quantitative research design, data were collected from 500 respondents through a structured questionnaire. Reliability analysis confirmed satisfactory internal consistency for all constructs (Cronbach's Alpha > 0.70). Descriptive statistics, Pearson correlation, and multiple regression analysis were employed to test the hypothesised relationships. The results revealed that both teacher attendance (β = .298, p < .001) and teaching quality (β = .469, p < .001) are significant positive predictors of student retention, collectively explaining 61.8% of the variance (R² = .618). Teaching quality emerged as the stronger predictor. The findings underscore the critical role of teacher-related factors in addressing dropout challenges in underserved rural contexts, with direct implications for educational policy and teacher management in Sindh.