Motivational factors and teacher retention in private primary schools in Juba County, South Sudan. A cross-sectional study.
DOI:
https://doi.org/10.51168/nryvvw85Keywords:
Teacher retention, Working conditions, Remuneration, Progression opportunities, Motivation, Private primary schools, Juba CountyAbstract
Background
Teacher retention in private primary schools in Juba County, South Sudan, is increasingly influenced by motivational factors such as working conditions, remuneration, and career progression opportunities. This study aims to examine the relationship between motivational factors and teacher retention in private primary schools in Juba County, South Sudan.
Methodology
The study employed a descriptive cross-sectional research design and used quota sampling to select 127 participants, including head teachers, deputies, and classroom teachers from the South Sudan Private Schools Association. Primary data were collected through structured questionnaires and analyzed using SPSS Version 24.0, applying descriptive statistics, correlation, and simple linear regression, with results presented in tables and figures.
Results
Most respondents (39%) were aged 41–45 years, 54 teachers held bachelor’s degrees, and 23% of respondents held administrative roles. working conditions significantly influenced teacher retention (R²=0.381, t (102) = 6.750, p < .05), accounting for 48.1% of the variability in retention. Remuneration and benefits showed a statistically significant relationship with teacher retention (R² = 0.336, t (102) = 7.711, p < .05), explaining 48.1% of the variability. Progression opportunities were also positively and significantly related to retention (R² = 0.176, t (102) =5.409, p < .05). Linear regression analysis showed that 17.6% of the variability in retention of private primary school teachers was explained by progression opportunities, which statistically and significantly influenced retention of private primary school teachers (R2 = .176, t (102) =5.409, p < .05).
Conclusion
The study established that working conditions, fair compensation, and professional growth opportunities are vital for retaining qualified teachers.
Recommendation
School administrations should invest in modern infrastructure, adopt participative leadership styles, establish staff recognition and reward systems, and support continuous professional development through workshops and research participation.
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Copyright (c) 2025 Peter Alier Goch Wuoi, Richard Semanda, kateregga salongo (Author)
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