School environmental factors and teacher retention in primary schools of mukono district, Uganda

Abstract

The purpose of this study was to find out the extent to which school environmental factors influence teacher retention in primary schools of Mukono District. The study was guided by a cross section survey design which utilized both quantitative and qualitative methods of data collection. The total sample of respondents were sixty composed of teachers, head teachers, School Foundation Bodies, School Management Committees and District Education officials. They were selected using purposive and simple random sampling techniques. Instruments for data collection were questionnaires, interview guide and observation guide. The findings were analyzed and interpreted using frequencies, percentages and tables. The findings indicated that most of the schools had good school facilities and their teachers were provided with adequate instructional materials and teachers' welfare. There was leadership shown by the trend on how school systems were being coordinated and managed to support their staff. Stakeholders shared common issues with their teaching staff as one way of improving upon their welfare through forming income generating projects, fund raisings and other developmental ideas on teacher career improvement as an avenue for encouraging teacher retention. The study concluded that the majority of Primary schools in Mukono District had adequate school facilities that made teachers want to stay longer at their stations, although a few call for improvement. The more teachers are given administrative support, the more they are likely to stay longer at their work stations. School Management Committees were doing a commendable job in fostering teacher retention. There is lack of adequate social amenities in Mukono district which can enable teachers to stay longer at their work stations. Finally, the study recommended that: the government through Ministry of Education, Science, Technology and Sports should plan for provision of better school facilities to all schools, school administrators should involve and encourage teachers in the management of schools through delegation, D E Os should conduct seminars to train SMCs to improve on their roles towards teacher retention and lastly, the District Local Government should set up quality social infrastructure across the district to provide better social amenities.