This chapter reports on findings from a qualitative case study conducted in four rural Ugandan public secondary schools in two districts fromMarch to October 2018. The study explored why some teachers stay while others leave rural teaching positions. Data collection methods included interviews, policy document analysis and researcher’s journal reflections. Interview data were collected from 20 teachers, 4 head teachers, 3 Parents & Teachers Association chairpersons, 2 Board of Governors chairpersons and 2 community leaders. A thematic analysis of data was pursued using an iterative process. The central findings reported in this chapter include the dynamic interaction between the Ministry of Education (MoE) policy, the government officials, schoolboards, head teachers and parents; the inherent trade-offs, massaged tensions and changing dynamics that have major impact on teacher retention, teacher quality and student outcomes; and the role of history of religion and culture in influencing the staffing of schools.

Item Type:	Research Book Chapter
Keywords:	teacher retention, rural schools, Uganda
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Educational administration, management and leadership
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Policies and development
UTAS Author:	Arinaitwe, G (Mr Gilbert Arinaitwe)
UTAS Author:	Williamson, J (Professor John Williamson)
UTAS Author:	Kilpatrick, S (Professor Sue Kilpatrick)
ID Code:	139179
Year Published:	2020
Deposited By:	Education
Deposited On:	2020-05-29
Last Modified:	2021-07-30
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