Factors Influencing the Attractiveness of the Teaching Profession in Public Secondary Schools in Butembo City, Democratic Republic of Congo

Abstract

This study examined the factors influencing the attractiveness of the teaching profession in public secondary schools in Butembo City, Democratic Republic of Congo. The study was guided by a descriptive survey research design, which enabled systematic collection of data on teachers’ perceptions regarding intrinsic motivation, extrinsic incentives, working conditions, professional recognition, and career development opportunities. A mixed-methods approach was employed to provide both quantitative and qualitative insights into the phenomenon under investigation. The target population comprised approximately 650 teachers from public secondary schools in Butembo City (Ministry of Education, 2025). A purposive sample of 50 teachers was selected to ensure representation across gender, teaching experience, subject specialization, and different schools. Data were collected using structured questionnaires and semi-structured interviews. The questionnaires utilized Likert-scale and closed-ended items, while interviews provided deeper qualitative insights into teachers’ lived experiences. Instrument validity was ensured through expert review and pilot testing, while reliability was confirmed using Cronbach’s alpha coefficient with a threshold of 0.70. Quantitative data were analyzed using descriptive statistics (frequencies, means, and standard deviations) and inferential statistics, including correlation and regression analysis, to determine relationships among variables. Qualitative data were analyzed thematically to identify recurring patterns and complement quantitative findings. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. Findings revealed that the attractiveness of the teaching profession is primarily driven by intrinsic motivators such as societal contribution and personal fulfillment. However, extrinsic factors including low remuneration, heavy workload, inadequate resources, limited promotion opportunities, and inconsistent professional recognition significantly reduce its attractiveness. The study concludes that while teachers remain intrinsically motivated, structural and institutional challenges undermine the long-term sustainability of the profession. The study recommends improved remuneration, better working conditions, strengthened career progression systems, and enhanced professional recognition to improve teacher attraction and retention.