School administration and students' retention levels in Uganda: a case of selected senior secondary schools in Wakiso subcounty, Wakiso district.

Abstract

This study examined the relationship between school administration practices and secondary school students' retention levels in selected secondary schools in Wakiso Sub-county, Wakiso District, Uganda. The study was guided by three objectives: to examine the influence of leadership styles employed by school administrators on student retention levels; to assess the role of resource management on student retention levels; and to evaluate the effectiveness of policy implementation by school administrators on student retention levels. The study was anchored on Transformational Administration Theory and Motivation Theory (Self-Determination Theory). A mixed-methods approach was employed within a cross-sectional research design. Data were collected from 144 respondents comprising 81 students, 32 teachers, 25 parents, 3 school administrators, and 3 District Education Officers/Inspectors of Schools. Quantitative data were collected from parents using structured questionnaires, while qualitative data were gathered through interviews with teachers, school administrators, and DEOs, as well as focus group discussions with students. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analysed using content analysis. The findings revealed that parents perceived leadership styles, resource management, and policy implementation positively, with overall means of 3.55, 3.62, and 3.51 respectively. However, correlation and regression analyses revealed weak negative and statistically insignificant relationships between all three dimensions of school administration practices and student retention levels. Leadership styles showed a weak negative relationship (r = -0.234, p = 0.260), resource management showed a weak negative relationship (r = -0.214, p = 0.305), and policy implementation showed a weak negative relationship (r = -0.174, p = 0.405). Qualitative findings revealed that while parents and teachers appreciated collaborative leadership, transparent financial management, and inclusive policy implementation involving teachers and parents, students were consistently excluded from decision-making processes. The study concluded that leadership styles, resource management, and policy implementation had weak and insignificant relationships with student retention levels. The study recommended that the Ministry of Education and Sports should develop policies promoting inclusive leadership and student involvement in decision-making, increase funding to address resource gaps, and establish guidelines for involving students in policy development. School administrators were recommended to adopt participatory leadership, conduct resource needs assessments, and ensure student representation in policy committees.