Teacher Career Development and Teachers’ Retention among Private Secondary Schools in Sheema Municipality, Southwestern Uganda
Abstract
Introduction: Teacher retention remains a critical challenge in private secondary schools, with career development opportunities increasingly recognised as a key determinant of teacher commitment. Guided by McGregor’s Theory Y and Herzberg’s Two-Factor Theory, this study examined the relationship between teacher career development initiatives, specifically professional training, mentoring, coaching, and job rotation, and teacher retention in private secondary schools in Sheema Municipality, Uganda. Methodology: The study adopted a cross-sectional research design, employing a quantitative approach with data collected from a random sample of 136 teachers selected from a population of 208 teachers in the 13 private secondary schools in Sheema municipality. The study also collected data from a census sample of 13 head teachers and 13 deputy head teachers in the 13 selected schools to complement the data from teachers. Two separate structured questionnaires were used to gather data from teachers on one hand and head teachers and deputies on the other hand, but were aggregated during analysis. Data was analysed using Pearson correlation analysis. Results: The findings revealed a strong positive relationship between career development opportunities and teacher retention, indicating that teachers who perceive themselves as valued and empowered through continuous professional growth are more likely to remain in their schools. Conclusions and recommendations: Based on these findings, the study concludes that fostering structured and ongoing professional development enhances teacher satisfaction, loyalty, and performance, thereby reducing turnover. It recommends that school administrators institutionalise regular training programs, mentorship schemes, coaching sessions, and job rotation opportunities, while policymakers should prioritise competence management policies that promote equitable access to career development, particularly for female teachers, diploma holders, and newly recruited staff.
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