HEADTEACHERS’ LEADERSHIP ROLE ON RETENTION OF TEACHERS IN CATHOLIC PRIMARY SCHOOLS IN WAU DIOCESE, SOUTH SUDAN
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Date
2025-10
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Tangaza University
Abstract
The study examines Headteachers’ leadership role on retention of teachers in Catholic Primary Schools in Wau Diocese, South Sudan. The objectives that guided this study were: to investigate how headteachers’ role of providing professional development opportunities contributes to retention of teachers in Catholic Primary Schools in Wau Diocese, to examine how fair and just compensation contribute to retention of teachers in Catholic Primary Schools in Wau Diocese, to establish how the creation of a positive work environment by the headteachers enhances retention of teachers in Catholic Primary Schools in Wau Diocese, to determine how headteachers’ role of encouraging autonomy and participation contributes to retention of teachers in Catholic Primary Schools in Wau Diocese. The study was guided by Herzberg Two-Factor theory of motivation. The design used was embedded design in mixed methods approach that enabled the author to gather both quantitative and qualitative data. The target population included all primary schools, all teachers, all principals and one director of education in the Catholic Diocese of Wau in South Sudan. Stratified and simple random sampling techniques were employed to select 10 primary schools out of a total of 22. One hundred and ten teachers were sampled using stratified and simple random sampling, while ten headteachers and one Director of education were sampled purposively. However, only 102 teachers returned the questionnaire, 6 headteachers were interviewed, and the Director of Education could not be accessed. The data was collected using questionnaire and an in-depth interview guide. To assess the reliability of the quantitative instrument, the author employed the test-retest method. The data from the two schools were correlated, yielding a reliability coefficient of 0.903, which indicated that the instruments were dependable and suitable for use. To ensure the credibility and dependability of the qualitative instrument, the researcher maintained an audit trail and conducted member checking. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version 27. Qualitative data from interviews were transcribed, coded, and grouped into thematic categories. The findings were presented through bar graphs, pie charts, and tables. Thematic analysis was applied to the qualitative data, organizing it into themes aligned with the research questions, and the results were reported narratively with the inclusion of direct quotations. The findings reveal that headteachers’ leadership role of providing professional development opportunities, ensuring a fair and just compensation, creating a positive work environment and encouraging teacher autonomy and participation had a strong impact on retention. From the findings, it was also evident that despite the effort made by the Diocese to train teachers, some teacher quitted their jobs after studies due to low salaries. The study concludes that effective leadership practices especially in professional development, fair compensation, and participatory management are crucial for teacher retention. However, challenges like inadequate funding, inconsistent training implementation, and a lack of standardized compensation hinder sustainable retention. The study recommends that the Diocese institutionalize continuous professional development, implement standardized compensation structures, and create an inclusive work culture that values teacher autonomy and recognition to promote long-term commitment and stability in Catholic Primary Schools in Wau Diocese.