Education is a fundamental human right and a critical driver of national development. Despite global efforts and commitments to Universal Primary Education (UPE), challenges persist, especially in the context of Free Primary Education (FPE) policies, with declining enrollment and low retention rates, particularly in Arid and Semi-arid Lands (ASAL) regions. Therefore, this study sought to examine the perception of teachers on the influence of socio-cultural factors on learner retention in primary schools in Turkana County, Kenya. The study was anchored on the pragmatic paradigm and adopted a mixed methods approach and a concurrent triangulation research design. The study was conducted in seven Sub-Counties of Turkana County, and the target population was 461 teachers, comprising 419 in public primary schools and 42 in private primary schools. A proportionate random sampling technique was used to select 291 teachers, while a purposive sampling technique was used to select 14 senior teachers comprising two from each of the seven Sub-Counties. Quantitative data was collected using a questionnaire and analyzed using percentages, means, standard deviations and multiple linear regression, while qualitative data was generated using semi-structured interviews and analyzed thematically. The findings revealed that although the majority of teachers perceived early marriages and teenage pregnancy as societal norms in Turkana County, they posed detrimental effects on education, particularly for girls. The results showed that teenage pregnancy (β=-.356, p-value<.05) and early marriage (β=-.126, p-value<.05) had a significant negative impact on learner retention; while parental level of education (β=.168; p-value<.05) had a significant positive influence on learner retention. The study recommends a holistic approach that involves community collaboration, policy advocacy, and educational support to improve learner retention in primary schools. The results of this study have invaluable implications for access and equity in education. The Ministry of Education can draw from the findings to develop targeted interventions for improving learner retention.
Akiru et al. (Fri,) studied this question.