Perception of private basic school headteachers on teacher retention at the Kwadaso municipality in Ashanti Region, Ghana

Teacher retention has emerged as a pressing concern in private education due to its implications for student achievement, school productivity, and educational equity. This study explored the perceptions of private basic school headteachers about teacher retention at the Kwadaso Municipality in the Ashanti Region of Ghana. The study was conducted, using a qualitative research design with face-to-face interviews. Five participants were purposively sampled through census from the accessible population of headteachers from five schools within the municipality for the data gathering. The data was analyzed, using thematic analysis. It was discovered that factors that promote the retention of private basic school teachers in Kwadaso Municipality were: (i) Personal (ii) Professional, and (iii) Environmental. Furthermore, the study revealed that if there is retention of teachers in Kwadaso private basic schools it will contribute to school improvement. In this study, it is recommended that Private Schools Association, proprietors, management and all other stakeholders of private basic schools should increase teacher retention by acknowledging the personal, professional and environmental factors that teachers experience and expect from them to promote teacher retention in private basic schools in Kwadaso Municiapality.