Abstract
This study examined the relationship between the leadership styles and retention of teachers in Bushenyi-Ishaka Municipality, Uganda. Leadership styles were studied in terms of transformational, transactional and laissez-faire on a sample of 107 primary school teachers. The study adopted the correlational design and data were collected using a self-administered questionnaire. Data analysis involved descriptive and inferential analyses. Descriptive results revealed that teacher retention was good. Nevertheless, while the use of transformational leadership was also good, there was moderate use transactional leadership and low use of laissez-fair leadership was lowly used. Regression analysis revealed that transformational leadership had a positive significant relationship with retention of teachers. Nevertheless, transactional leadership had a positive but insignificant relationship with retention of teachers while laissez-faire leadership had a negative and insignificant one. Therefore, it was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style. The recommendations of the study are that head teachers should make it a priority to be transformational in their leadership, should limit their use of transactional leadership style, and avoid laissez-faire leadership.
Highlights
It was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style
The discussion above informed the conclusion that transformational leadership is imperative for retention of teachers
This is especially so if the head teacher assists teachers based on effort, recognises their achievements, behaves consistent with values, focuses on the strengths of teachers, promotes their development, encourages them to rethink ideas and provides them encouragement
Summary
Teachers are important as far as students learning and the development of hu-. Teachers are the principal human resource in any education system. As a human resource input, as the role of workers in production is similar to the role of machinery and other forces of production, teachers are required for the process of producing student learning outcomes (Ginsburg, 2017). It is imperative for schools to retain high-quality teachers. In the United States, primary teaching experiences high and increasing rates of annual departures of teachers from schools and teaching altogether. Annual teacher turnover is estimated to be close to 16% at the national level and reaches 24% for hard-to-staff schools (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). 22% of those who joined in 2015 had left by November 2016 (Foster, 2018)
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