Exploring the Context-Based Determinants of Turnover Intention among In-Service Teachers in Lira City, Uganda

Exploring the Context-Based Determinants of Turnover Intention among In-Service Teachers in Lira City, Uganda

Ivan Okello Odongo , Loyce Kiiza Kobusingye & Grace Milly Kibanja

Issue: Vol.6 No.5 Issue Article 14 pp. 550 – 570
DOI: https://doi.org/10.38159/ehass.20256514 | Published online 17th April, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The purpose of this study was to explore the context-based determinants of turnover intention among in-service teachers in Lira City. We used a qualitative research approach and phenomenological research design to explore the determinants of turnover intention among primary school teachers. A total of 68 participants were selected using simple random and purposive sampling techniques. Data was collected using an Interview Guide and a Focus Group Discussion guide. Data analysis was done using NVivo 15. The research question was explored using Thematic Analysis. Among the predictors that emerged as major context-based determinants of turnover intention among primary school teachers include; negative societal attitude, job demand, low salaries, limited promotion opportunities, career mismatch, poor motivation, harsh work conditions, health or personal conditions, old age, despotic leadership styles, limited professional growth opportunity, policy and administrative biases. Nuances of both personal and environmental constructs that look insignificant yet very influential in triggering turnover intention were explored hence contributing to the existing body of knowledge. It was therefore concluded that turnover intention is triggered by not only personal conditions but also environmental factors. Based on the field findings and conclusions, the researchers therefore strongly recommended the need for; salary enhancement, workload balancing, welfare improvement, establishment of better conditions of work, provision of equal promotion opportunities, prevention of career mismatch among teacher trainees, promotion of professional development, prioritization of teachers in all domains so that societal negative perspectives are reshaped and provision of financial incentives, fringe and contingent benefits.

Keywords: Determinants, Environmental Conditions, Personal Factors, and Turnover Intention

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ABOUT AUTHOR(S)

Okello Ivan Odongo is a Lecturer of Educational Psychology at the Department of Professional Studies, Faculty of Education, Lira Univerisity, Uganda. He worked as a Teacher Trainer in a number of Primary Teachers’ Colleges within Uganda. He started his career as a Primary School Teacher.

Loyce Kiiza Kobusingye is an Associate Professor of Educational Psychology at the Department of Foundations of Education, Faculty of Education, Mountains of the Moon University, Uganda. She has served as a Lecturer of Educational Psychology at both Makerere and Mountains of the Moon universities for the last 21 years, specializing in Learning and Instructional Psychology, Guidance and Counselling, Health Psychology, Personality Psychology, Cognitions, to mention but a few.

Grace Milly Kibanja is an Associate Professor of Social Psychology at Makerere University Uganda. She has published articles in peer reviewed journals and chapters in several handbooks. She had played a key role in guiding Non-Government Organizations in Uganda on how to apply Psychological knowledge and skills to community development; and gender mainstreaming in their project cycles. Her research interests are in the areas of Individual and Cultural Values, Gender Dynamics, Positive Youth Development, Conflict and Peace Building, Negotiations, and Political Behavior. She is a co-author of the popular textbook “Escaping from Behavioral Poverty in Uganda: The role of Culture and Social capital.

TO CITE ARTICLE

Odongo, Ivan Okello, Loyce Kiiza Kobusingye and Grace Milly Kibanja. “Exploring the Context-Based Determinants of Turnover Intention among In-Service Teachers in Lira City, Uganda,” E-Journal of Humanities, Arts and Social Sciences 6, no.5 (2025): 550 – 570. https://doi.org/10.38159/ehass.20256514