Exploring factors influencing teacher retention in private secondary schools of Zambia

This study explored factors influencing teacher retention in three private secondary schools of different reputation levels in Lusaka, Zambia. A mixed-methods case study approach was used to explore the factors influencing retention of teachers from 2020 to 2024 in the selected private schools. Data was collected through document analysis, questionnaires from current teachers, interviews with former teachers and school administrators, and focus group discussions with current teachers. The three schools were purposively selected to represent high, medium, and low reputation categories based on factors including fee structure, facilities, curriculum offerings, and academic performance records. Data was analysed using descriptive statistics and One-Way ANOVA while qualitative data was anlysed using thematic analysis. The findings revealed that multiple factors influenced teacher retention, with their relative importance varying by school reputation level. There was sstatistical significant difference that existed for most retention factors across the three schools (as indicated by significant F-values and p-values < 0.05) except for colleague relationships. At the high-reputation school, professional development opportunities, work environment, and competitive compensation were primary retention factors. The medium-reputation school&#39;s teachers emphasized Christian values alignment, reasonable workload, and job security. At the low-reputation school, basic compensation adequacy, physical working conditions, and resource availability were dominant concerns. The study concluded that there is need to employ strategies of retaining teachers in private schools. Recommendations include implementing targeted retention strategies for high-demand subjects and establishing sector-wide professional development initiatives to enhance teacher retention and educational quality in private schools.