The influence of teacher support supervision on teacher retention in selected government-aided primary schools

Abstract

This study examined the influence of teacher support supervision on teacher retention in selected government-aided primary schools in Namisindwa District. The specific objectives were to evaluate the influence of mentorship, resource support, and professional development on teacher retention. A cross-sectional design employing both quantitative and qualitative approaches was adopted. The study population consisted of 190 respondents, with a sample size of 127 determined using Krejcie and Morgan’s (1970) table. Simple random and purposive sampling techniques were used. Data were collected through questionnaires, focus group discussions, and interviews. Regression analysis showed that mentoring accounted for 17.2% of the variance in teacher retention, resource support explained 34.4%, and professional development contributed 25.3%. The study concludes that teacher support supervision moderately predicts teacher retention in Namisindwa District. It recommends that the District Education Office and school administrators establish formal mentoring programs, prioritize consistent provision of teaching and learning materials, and strengthen professional development support through structured programs, including funding for further studies and regular in-service training