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.