Abstract
This study investigated family influence and teacher leadership dispositions as determinants of women’s drop-out from adult and literacy educational programmes in rural communities with a view to understand their retention and completion of educational programmes. Qualitative research method was used to obtain data from 15 participants – women learners (10) and facilitators (5) who were selected through purposeful sampling. This study discovered that majority of women learners drop-out from adult literacy programmes as a result of family pressures and teacher leadership dispositions. The study recommends that, husbands and other family members should be sensitised and encouraged to support women educational programmes. Women education support fund should be given to women to help them complete their educational programmes. Equally, literacy facilitators should be trained and retrained to be modest in their dealings with women learners or students. The facilitators should adopt appropriate methodologies to help women learn and complete their literacy programmes.