Processes used by the governing body for retaining teachers

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


This study explores the processes used by the Education Board of Faezan Girls' School (pseudonym) for retaining the teachers. In not-for-profit private schools of Pakistan, governing bodies/education boards are mainly responsible for governing academic and administrative affairs. This study argues that school governing bodies can retain teacher for a longer period by using different processes. Strategic planning is required to plan and implement those processes. Within the qualitative research paradigm, case study method was found viable in answering the research question. Semi-structured interviews were conducted with the participants from the board, the principal of the school and teachers. Some documents were also analyzed for the purpose of triangulation of data gathered from the research participants. The findings of the study inform that first of all, it is important to find out the teachers' reasons for leaving the school. The study has also illustrated that governing body can retain teachers by providing them better financial incentives, giving them a token of appreciation, creating a friendly environment in school, and setting a certain criteria for selection of teachers. Commitment of teachers to work in their not-for- profit community school and expertise of members and officials of governing body in the field of education also helped in implementation of the processes to retain teachers. The study has shown that the Education Board faces various challenges while implementing the processes to retain teachers. In this case, marriages and childrearing are the main reasons for the current 21% teacher turnover. The school governing body is looking forward to address the child rearing issue by establishing a child care centre in the school. This research is distinctive, because it investigated an area that has not been researched enough in the developing countries' context. This study recommends further inquiry into school governing bodies and teacher retention issues in Pakistan.

This document is available in the relevant AKU library