The study sought to examine teachers’ and heads’ perceptions on the poverty-related causes of school dropout among girls in rural Zimbabwe. A sample of 40 randomly selected teachers and five heads from schools participated in the study. An open-ended questionnaire was administered to the teacher sample while heads were interviewed. The content analysis approach was used to analyse data. From the findings, poverty emerged as the underlying cause of school dropout, combined with more obvious causes such as HIV and AIDS, monetary constraints, attitudes towards education, cultural practices, religious practices, misconduct, schools and teachers, and peer influence. The findings indicate a need for communal support systems to be encouraged to assist struggling families who cannot afford to pay school fees for their children. Cultural and familial practices should be addressed to afford girl children opportunities to attend school until they meaningfully complete their studies.
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