| dc.description.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 | en_US |
