Leadership styles and teachers' retention in Uganda, case of selected primary schools in Hakibaale sub-county, Kabarole district.

Abstract

This research explores Leadership Styles and Teachers' Retention in Uganda: A Case of Selected Primary Schools in Hakibaale Sub-county, Kabarole District. The primary objectives were the effect of autocratic leadership style on teachers’ retention, the influence of situational leadership style on teachers’ retention, and the contribution of participatory leadership style on teachers’ retention. Employing a mixed-methods research approach and both descriptive research and cross-sectional design, the study involved a sample of 187 participants where 165 were quantitative samples while 25 were qualitative comprising teachers, community leaders, head teachers for quantitative samples, and parents for qualitative sample respectively selected through simple random, purposive, and snowball sampling techniques to ensure representativeness. Data were collected via questionnaires was analysed using SPSS software, and that from interviews was analysed using thematic analysis, and documents were reviewed. The findings revealed that autocratic leadership has a weak to moderate positive relationship with teacher retention, with a Pearson correlation coefficient (r) of 0.257 and a significant p-value of 0.001, explaining 6.6% of the variance; regression analysis confirmed its positive influence (B=0.268, p=0.001). Situational leadership exhibited a moderate and highly significant relationship (r=0.383, p=0.000), accounting for 14.7% of the variance, and its regression coefficient (B=0.451, p=0.000) underscored its strong positive impact on retention. Conversely, participatory leadership showed a very weak and statistically insignificant correlation (r=0.068, p=0.390), explaining only 0.5% of the variance, with regression results indicating no significant effect. These findings suggest that flexible, context-sensitive leadership styles like situational leadership are more effective in promoting teacher retention, whereas participatory approaches have limited influence in this setting. The study concluded that; while authoritative leadership approaches contribute to teacher retention in primary schools, their impact remains relatively low compared to other factors influencing retention decisions. The study also concludes that implementing adaptive leadership approaches tailored to individual teacher needs can lead to meaningful improvements in teacher retention rates in primary schools. While collaborative decision making is positively perceived, it does not substantially influence teachers' retention decisions in Hakibaale Sub-county primary schools. The study recommended that The Ministry of Education and Sportsworking District Education office and Head teachers to prioritize training in flexible leadership skills and promote practices responsive to teachers’ needs. This underscores the importance of contextually appropriate leadership in fostering a stable, motivated teaching workforce, ultimately contributing to improved educational quality in rural Ugandan primary schools