School Climate and Retention of Teachers in Government Aided Primary Schools in Bushenyi-Ishaka Municipality, Uganda

The influence of organisational climate on teacher retention in government-aided primary schools in Bushenyi-Ishaka Municipality, Uganda, was studied. Specifically, the study examined the influence of employee involvement, supervisory support, and employee welfare on teacher retention. A quantitative approach was employed, utilising a cross-sectional research design to survey a sample of 142 primary school teachers. Data collection was facilitated through a self-administered questionnaire, and analysis was conducted using descriptive statistics, correlation, and regression analysis. The findings revealed that teacher retention, employee involvement, supervisory support, and employee welfare were generally rated as moderate. Inferential analysis indicated a statistically significant positive relationship between teacher retention and the three predictor variables, underscoring the importance of teacher involvement in decision-making processes, supportive supervision, and comprehensive welfare services. The study's conclusions emphasise that employee involvement is crucial for teacher retention, supervisory support is essential, and employee welfare is vital. In light of these findings, the study recommends that school administrators adopt participatory leadership practices that encourage teacher participation in decision-making and school activities. Additionally, head teachers should refine their supervisory practices to be more respectful, empowering, and responsive to teachers' needs. Prioritising the provision of comprehensive welfare services is also recommended to enhance teacher retention and ultimately improve the quality of education in government-aided primary schools.