Nexus between teacher retention and selected variables in Seventh-day Adventist secondary schools in Kenya

Abstract

This study examined the relationship between teacher retention and selected institutional factors in Seventh-day Adventist secondary schools in Kenya, including school administration, socio-economic status, motivational strategies, wage administration, and religious commitment. Using Pearson correlation and multiple regression analysis, the study found that most variables had a significant positive relationship with teachers’ intention to remain in school, except wage administration, which was not statistically significant. Motivational strategies and school administration emerged as the strongest predictors of retention. The findings indicated that teachers’ intention to remain in school had a significant positive relationship with school administration (r = 0.481, p < 0.01), motivational strategies (r = 0.488, p < 0.01), socio-economic status (r = 0.273, p < 0.01), and religious commitment (r = 0.300, p < 0.01), while wage administration showed a weak and non-significant relationship (r = 0.182, p > 0.05). Regression analysis further revealed that motivational strategies and school administration were the strongest predictors of teacher retention. The final regression model showed that motivational strategies (β = 0.333, p < 0.05) and school administration (β = 0.319, p < 0.05) significantly predicted teachers’ intention to remain in school, jointly explaining 30.2% of the variance in teacher retention (Adjusted R² = 0.302, F = 21.960, p < 0.001). The study concludes that both organizational and spiritual factors significantly influence teacher retention in SDA secondary schools. It recommends strengthening motivational systems and administrative support structures while maintaining the faith-based values that enhance teacher commitment and retention.