Motivational strategies and retention of teachers of science in private secondary schools in Kawempe division, Kampala Capital City Authority, Uganda

Abstract

The study investigated the influence of motivational strategies on retention of teachers of science in private secondary schools in Kawempe Division, KCCA. It sought to find out the influence of fringe benefits, determine the influence of professional development and examine the influence of recognition on retention of teachers of science. Using a mixed method survey, data was collected from 112 teachers and 8 head teachers using a structured questionnaire and interview guide respectively. Qualitative date from the head teachers was analyzed using content analysis. Quantitative data was analyzed using descriptive statistics, Pearson correlation, regression analysis. It was found that fringe benefits did not have a significant influence on teacher retention (β = 0.260, p > 0.05), because schools did not provide free accommodation, housing, clothing and end of year allowances to teachers. Professional development did not significantly influence teacher retention (β = -0.080, p > 0.05), since schools were not giving bursary to the biological children of teachers, teachers did not receive scholarships for further study and teachers who wanted to do research were not fully facilitated by the school. Recognition positively influenced teacher retention (β = 0.412, p < 0.05), for teachers felt appreciated for their good work, and those who did well were promoted. Hence appropriate recognition is so important in determining whether teachers will feel a sense of belongingness and job security and increase their intention to work for the school for a longer time. Recognition should be made an official teacher motivating strategy in all secondary schools in Uganda and teachers be empowered to demand for better fringe benefits and professional development opportunities. Further research should be carried out on appropriate strategies to develop effective teacher recognition practices in the education sector.