Abstract:
This study sought to establish the relationship between career development and retention of
teachers in Primary Schools in Masinya Sub-county Busia District, Uganda. The objectives of
the study were to establish the relationship between employee performance appraisal, staff
training practices, promotion practices and retention of teachers in Primary Schools in
Masinya Sub - county Busia District. The study adopted the correlational research design on
a sample of 153 using a self-administered and an interview guide. Data were analysed using
both quantitative and qualitative data methods. The quantitative data analysis methods were
descriptive statistics that included frequencies, percentages and means, and inferential
analyses that were correlation and regression analyses. Descriptive analysis revealed that
employee retention (Mean=3.00), performance appraisal (Mean=2.95), training practice
(Mean=2.64) and promotion (Mean=2.97) were moderate. The study findings revealed that
employee performance appraisal (p=0.018) and promotion practices (p=0.025) had a positive
and significance influence on retention of teachers but training practices (p=0.767) had a
positive but insignificant influence on retention of teachers. Therefore, it was concluded that;
employee performance appraisal is an imperative tool necessary for the retention of teachers;
promotion is probable pre-requisite for the retention of teachers but training is less essential
for retention of teachers. It was thus recommended that the government and schools’
authorities should ensure that all teachers are appraised regularly. With respect to promotion,
the Education Service Commission and foundation bodies which are responsible for the
promotion of teachers, they should reform the promotional practices. The Ministry of
Education, Science, Technology and Sports in conjunction with head teachers should
prioritise the provision of training since it was almost lacking in schools.
