Exploring the Role of School Leaders in Addressing the Issue of Teachers’ Retention in the Context of Karachi Pakistan

Abstract

This study investigates the role of school leaders in addressing the issue of teacher retention in semi-government schools, located in Karachi, Pakistan. By applying a qualitative case study methodology, it gathers insights, through semi-structured interviews, from principals and teachers regarding leadership practices and their impact on teacher retention. Thematic analysis reveals that effective leadership practices, such as professional development, mentorship programs and supportive work environments, significantly enhance teacher satisfaction and retention. However, challenges like bureaucratic barriers and limited resources hinder these efforts. The findings highlight the need for policy reforms and greater support from educational authorities to overcome these obstacles. This research contributes to understanding educational leadership and teacher retention, emphasizing the unique context of Karachi’s semi-government schools. It also offers practical recommendations to strengthen leadership practices, helping sustain teacher retention in these institutions.