The Relationship Between Teacher Retention Rates and Pupils’ Academic Achievement in Private Secondary Schools of Zambia

Harrison Daka, Happy Mapulanga, Kalisto Kalimaposo, Ireen Bwembya, Mukuka Lydia Mulenga Hagane, Boniface Banda, Friday Chisowa Chazanga and Pilira Tembo
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Harrison Daka: Department of Educational Administration and Policy Studies, University of Zambia
Happy Mapulanga: Department of Educational Administration and Policy Studies, University of Zambia
Kalisto Kalimaposo: Department of Educational Psychology Sociology and Special Education, University of Zambia
Ireen Bwembya: Ministry of Education Headquarters
Mukuka Lydia Mulenga Hagane: Department of Educational Administration and Policy Studies, University of Zambia
Boniface Banda: University of Zambia Library, University of Zambia
Friday Chisowa Chazanga: Communication Information and Computer Technology, University of Zambia
Pilira Tembo: Department of Educational Administration and Policy Studies, University of Zambia

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 7, 1832-1846

Abstract: This study analysed the relationship between teacher retention rates and pupils’ academic achievement in Private Secondary Schools of Zambia. Using a mixed-methods case study approach, the study identified factors influencing teacher retention decisions. Data were collected through document analysis, questionnaires from 36 current teachers, interviews with 18 former teachers and 12 school administrators, and focus group discussions with current teachers. Quantitative data was analysed using descriptive statistics and inferential statistics which included One way ANOVA and Chi – square while qualitative data was analysed thematically as themes emerged. The three schools were purposively selected to represent high, medium, and low reputation categories based on factors including fee structure, facilities, curriculum offerings, and academic performance records. A strong positive correlation was found between teacher retention rates and pupil achievement metrics, with correlation coefficients ranging from r=0.78 to r=0.86 across the three institutions. The study concluded that teacher retention significantly impacts pupil achievement across all school categories, though through somewhat different mechanisms. Recommendations include implementing targeted retention strategies for high-demand subjects, creating resource-sharing networks among similar institutions, and establishing sector-wide professional development initiatives to enhance teacher retention and educational quality in private schools.

Date: 2025
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