Motivation and teacher retention in public secondary schools in Kyankwanzi district, Uganda
Abstract
This study set out to find out the relationship between motivation and teacher retention in public
secondary schools in Kyankwanzi District, Uganda. The study specifically sought to indentify
che different motivation strategies used by school administrators towards teacher retention and
challenges associated with motivation as far as teacher retention was concerned in secondary
schools in Kyankwanzi District. A descriptive cross sectional survey research design was used.
In the study, both qualitative and quantitative techniques were employed in the data collection
process, analysis, presentation and discussion of findings. Data was collected from six secondary
schools which were selected using stratified sampling. The study targeted school head teachers
and their deputies, teachers and BOG members. Simple random sampling was used to select
teachers and BOG members while purposive sampling used to select head teachers and deputy
head teachers. Semi-structured questionnaire and interview guide plus documentary review were
employed for data collection. Regression analysis and content analysis were used for both data
analysis. It was concluded from the study that majority of secondary schools in Kyankwanzi
District tried giving administrative support and putting up adequate school facilities as strategies
that made teachers want to stay longer at their stations, although a few call for improvement,
There is lack of adequate social an1enities and inadequate funding to schools in Kyankwanzi
District. The study recommended Ministry of Education and Sports to provide better school
facilities to all schools. School administrators should involve and support teachers in the
management of schools need to train school administrators to improve on their roles towards
motivation and teacher retention. Government should set up quality social infrastructure across
the country to provide better social amenities.