Factors affecting the retention of teachers in private secondary schools in Kampala District.

Abstract

The major aim of this study was to assess job satisfaction and its effect on retention of teachers in private secondary schools in Kampala District. Out of the five divisions of Kampala, 50 schools out of 270 were randomly selected. To guide the study, four-research hypothesis were formulated as follows: 1. Induction/ orientation affects retention of teachers in private secondary schools in Kampala District 2. Financial rewards affect retention of teachers in private secondary schools in Kampala District. 3. Advancement on the job has an effect on retention of teachers in private secondary schools in Kampala District. 4. Appraisal programmers affect retention of teachers in private secondary schools in Kampala District.

A self-constructed questionnaire was used to collect data from teachers regarding job satisfaction and retention of teachers in private secondary schools in Kampala District. Interview and observation were carried out to get additional information data from head teachers and deputy head teachers. To analyze the results Pearson Product Moment correlation index technique was used. The results revealed that: 1. Induction/ Orientation programmers have no effect on retention of teachers in private secondary schools in Kampala District. 2. Financial rewards affected retention of teachers in private secondary schools in Kampala District. 3. Advancement on the job has an effect on retention of teachers in private secondary schools in Kampala District. 4. Appraisal programme do not affect retention of teachers in private secondary schools in Kampala District.

In view of the findings, the researcher concluded that induction and orientation programmes are not familiar and facilitated in private secondary schools in Kampala District and thus they are not responsible for the teachers low retention rates. Meanwhile financial rewards were found as greatly contributed to the low retention rates of teachers whereas advancement on the job to large extent also contributed to the low rates of teacher retention. Appraisal programmes, though not facilitated in schools, they are not responsible for the low rates of teacher retention. The researcher therefore recommended that induction and orientation programmes be facilitated in schools as strategies for retention. Adequate finances should be given to teachers to cover transport, medical, housing, holiday and retirement packages to encourage high retention rates. Furthermore, teachers should be availed with opportunities for advancement on the job by availing in service programmes, recommending them for further studies and various responsibilities on the job. Lastly, standard appraisal formats should be designed for assessment of teachers.