Stakeholder's Involvement and Teachers' Retention in Budadiri East Private Secondary Schools in Sironko District, Uganda

Abstract : The study examined the relationship between stakeholders’ involvement and teachers’ retention in private secondary schools in Budadiri East constituency in Sironko district, Uganda. Specifically, the study examined the relationship between stakeholders’ involvement in planning; resource mobilization; and monitoring and teachers’ retention in private secondary schools. A sequential explanatory design and was both quantitative and qualitative in nature. A total of 141 respondents was drawn from a population of 147. On distribution, 125 Questionnaires and all the 12 interview sessions were conducted and used to collect data; Data was analyzed using descriptive and inferential statistics as well as thematic narratives. The study found a very strong positive and statistically significant relationship between stakeholders’ involvement in planning and teachers’ retention in private secondary schools (r=0.988, n=125, p<0.05); a very strong positive and statistically significant relationship between stakeholders’ involvement in resource mobilization and teachers’ retention in private secondary schools (r=0.993, n=125, p<0.05); and extremely strong positive and statistically significant relationship between stakeholders’ involvement in monitoring and teachers’ retention in private secondary schools (r=0.994, n=125, p<0.05). It was concluded that when stakeholders get actively involved in planning, resource mobilization, and monitoring, teachers’ retention significantly improves in private secondary schools in Budadiri East constituency in Sironko District. The study recommends enactment of policies that mandate inclusive planning processes, development frameworks, formation of dedicated teams, and collaborative identification of funding opportunities.