School of Education


Doctor of Philosophy in Education (PhD)


James Swezey


Educational Leadership, Teacher Retention, Transformational Leadership, Collaborative Leadership, Governance, Christian School Leadership


Education | Educational Leadership | Leadership Studies


The purpose of this hermeneutic phenomenological study was to answer the following central research question, “what are teachers’ perceptions of the effects of governance on teacher retention in private primary Christian schools in Uganda?” The theoretical model that guided this study was an integrated model comprising distributed leadership and transformational leadership and its relationship to governance influences on teacher retention. The study utilized a hermeneutic phenomenological methodology for data analysis. The selected participants were comprised of 13 teachers from four approved Christian primary school sites located in the Wakiso district of Uganda. The primary data collection methods were individual questionnaires, in-depth individual interviews, and a focus group interview. Specific towards hermeneutic phenomenology, the collected information was coded for themes, and then those themes were interpreted to provide a detailed description of the teachers’ perceptions of governance and its influence on retention in primary Christian schools in Uganda. The researcher utilized NVivo 11 qualitative data analysis software to assist with thematic coding and organization. This research discovered evidence that private primary Christian schoolteachers in Uganda are passionate individuals who deeply care about their work quality and are greatly influenced by their governance use of transformational and distributed leadership methods. This influence extends to their retention desires.