International Journal For Multidisciplinary Research

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School Support Systems and Teacher Retention in Seed Secondary Schools in Nakaseke District, Uganda

Author(s) Mr. Jjethro Benedict Kazungu, Dr. Ssali Muhammad Bisaso, Assoc.Prof. Dr. Nabukeera Madinah, Assoc.Prof. Dr. Matovu Musa
Country Uganda
Abstract This study examined the relationship between school support systems and teachers’ retention in Seed secondary schools in Nakaseke District, Uganda. The study was directed specifically by three specific objectives; i) To examine the relationship between trainings and teachers’ retention, ii) To examine the relationship between mentorship and teachers’ retention, and iii) To examine the relationship between career development and teachers’ retention in Seed secondary schools in Nakaseke District. The study embraced a correlational research design employing a mixed approach. A sample size of 50 people was selected including school administrators and teachers from the 2 selected Seed secondary schools in Nakaseke district. Both descriptive analysis and correlation analysis were utilized to offer answers to the study. The study found that there is a moderately positive and statistically significant relationship between trainings and teachers’ retention in seed secondary schools in Nakaseke district. The study also found that there is a strong positive and statistically significant relationship between mentorship and teachers’ retention in seed secondary schools in Nakaseke district. Further, the study found that there is a strong positive and statistically significant relationship between career development and teachers’ retention in seed secondary schools in Nakaseke district. Therefore, the study concludes that school support systems such as trainings, mentorship, and career development have a statistical and significant association with teachers’ retention in seed secondary schools in Nakaseke district in that an escalation in the different forms of school support systems will definitely lead to an enhancement in teachers’ retention in seed secondary schools in Nakaseke district. The study recommends that school administrators and stakeholders should provide trainings and mentorship programs to both new teachers and old teachers that offer both professional and emotional support, foster growth, and encourage teachers to feel part of a supportive community as this helps to reduce burnout and increase job satisfaction, ultimately improving teachers’ retention in seed secondary schools in Nakaseke district.
Keywords School Support Systems, Trainings, Mentorship, Career Development, Teachers’ Retention, and Seed Secondary Schools.
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-15
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.48063
Short DOI https://doi.org/g9qqcq
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