Teacher Retention in Selected International Schools in Kenya: Perspectives and Challenges

Abstract

This study examined teacher retention in selected international schools in Kenya, focusing on the severity of retention challenges, teachers’ stay/leave perspectives, and the effectiveness of current institutional strategies. Guided by Herzberg’s Two-Factor Theory, a mixed-methods design combined a structured survey and semi-structured interviews. Using stratified random sampling for the quantitative strand and purposive sampling for the qualitative strand, 97 teachers from 47 schools participated (64.7% response rate). Professional development emerged as the most severe challenge (M = 3.53), followed by compensation (M = 2.85), while leadership and work environment registered lower severity. Although 80.4% of teachers reported high retention intentions, many indicated conditional commitment, with strong agreement that competitive compensation (92.8%) and enhanced professional development (82.4%) would improve retention. Correlation and regression analyses showed compensation strategy effectiveness as the only significant predictor of retention intentions (r = .304, p < .01; β = .306, p = .016), with the full model explaining 10.1% of variance (R² = .101). Qualitative data affirmed these patterns, highlighting valued student relationships alongside concerns about pay structures and undifferentiated PD. The study recommends standardized, transparent compensation frameworks with routine benchmarking; differentiated, funded PD pathways with protected time; mentoring and peer support networks; comprehensive wellness programs to strengthen work–life balance; and routine monitoring of retention metrics aligned to strategy targets. Sector policy actions should include industry guidelines under KAIS, minimum pay standards, and structured career progression routes.