Work Environment and Teachers’ Turnover Interventions in Government Aided Primary Schools in Kagango Division Sheema Municipality

This study investigated the relationship between work environment and teachers’ turnover interventions in government aided primary schools in Kagango division Sheema municipality. The study adopted a cross-sectional research design on a sample of 104 teachers and head teachers. Data were collected using a self-administered questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics namely frequencies, percentages and means and inferential methods that are correlation analysis. The findings revealed that, there was no significant relationship between supportive leadership and teachers’ job turnover interventions in Government Aided Primary Schools in Kagango Division, Sheema Municipality, Sheema District. It was thus concluded that work-life balance contributed 31% of variations in the dependent variable, followed by effective mentorship programs which contributed 13 % of all variations in the response variable, and only 5% of the variations in the dependent variable was attributed to supportive leadership. Overall, 49 % of variations in the response variable (teachers’ job turn over interventions) are attributed to supportive leadership, effective mentorship programs and work-life balance. Therefore, it was recommended that public primary schools in Kagango Division, Sheema Municipality, Sheema District should encourage more supportive leadership. This can be achieved through creation of work teams and assigned specific tasks to tackle. By occasionally doing this, public primary schools will improve on teachers’ cooperation which subsequently raises the contribution of the variable on teachers’ job turn-over intervention. Keywords: Teachers’ turnover, work environment, Government interventions