Management style and students’ retention in Uganda, a case of selected secondary schools in Kalaki district, Uganda

Abstract

This research explored how various school management styles impact student retention in secondary schools within Kalaki District. The study was guided by three specific objectives to; examine the influence of management styles on students’ retention; investigate the level of students’ retention rate for the last five years in secondary schools Kalaki District and to assess the relationship between school management style and students’ retention in Kalaki District secondary schools. Utilizing a mixed-methods approach grounded in survey research design, the study gathered data through questionnaires, interviews, and reviews of existing documents, from a target population of 140 and a sample of 118 respondents. These included head teachers, administrators, teachers and students. Quantitative data were processed using the Statistical Package for the Social Sciences (SPSS), while qualitative data obtained from interviews and document analysis were interpreted through content analysis techniques. The findings on commonly used management styles in Kalaki District secondary schools reveal a generally positive perception of democratic and participatory leadership practices among students with school leaders encourage collaboration and communication (80%, mean=4.05), consult students on decisions affecting them (73.4%, mean=4.01), and regularly hold meetings to address student concerns (82.6%, mean=4.27). further, the findings on student retention rates in Kalaki District secondary schools over the past five years reveal a generally moderate but improving retention landscape, with majority of students (77.3%, mean=4.03) feel a sense of belonging, and 86.7% (mean=4.24) agree they receive adequate academic support, both key factors in retention. The findings on the relationship between management style and students’ retention in secondary schools in Kalaki District reveal a moderately positive but varied perception of management support, with a Pearson correlation coefficient of 0.316 (p = 0.006), indicating that better management styles are associated with higher retention rates. The study concludes that democratic and participatory management styles are the most commonly used in Kalaki District secondary schools. Further the study concludes that student retention rates in Kalaki District are moderate but gradually improving, as many students feel supported and have a sense of belonging in school, which encourages them to stay. Lastly, the study confirms a significant positive relationship between school management style and student retention. The study recommends that schools should continue to promote democratic and participatory management styles by encouraging regular communication and consultation among students, teachers, and administrators. Further, to improve student retention, schools should strengthen support systems that enhance the sense of belonging and academic assistance for learners. Initiatives such as mentorship programs, effective counseling services, and robust co-curricular activities should be maintained and expanded. And, School management should focus on refining practices in motivational support and dropout follow-up to further boost student retention. It is recommended that schools develop structured programs for regularly assessing and addressing the needs of students at risk of disengagement. This could include regular review meetings with teachers and parents, as well as clear guidelines for following up with students who leave or show signs of disengagement.