Asian Journal of Education and Social Studies

Teacher retention has been shown to improve the stability and continuity of teaching, thereby leading to higher learner performance. However, teacher retention remains a persistent challenge among public primary schools in Ijara Sub-County, Garissa County. Despite recognition of the role of instructional supervision in teacher retention, limited research has examined how instructional supervision of school heads influences retention of teachers in such marginalized settings. The current study, therefore, examined the effects of instructional supervision on teacher retention in public primary schools in Ijara Sub-County. This study targeted 28 head teachers and 292 teachers in public primary schools in Ijara Sub- County, Garissa County, Kenya.  The study used a census to select all 28 head teachers and a simple random sample to select 30% of the 292 teachers, for a total of 88 teachers. Data were collected using a questionnaire and interview guide. Quantitative data were analysed to produce descriptive and inferential statistics, while thematic analysis was used for qualitative data. The study found that instructional supervision has a strong, positive, and significant relationship with teacher retention. Specifically, monitoring of students' lessons (β = .316, t = 4.475, p < .001), teacher mentoring (β = .715, t = 11.996, p < .001), and teacher development assistance (β = .184, t = 2.606, p = .011) had statistically significant positive effects on teacher retention. Qualitative findings further established that supportive instructional supervision significantly influenced teachers’ decisions to remain in their schools. The study concluded that head teacher instructional supervision significantly influences teacher retention in public primary schools in Ijara Sub-County. The study recommends policies that promote supportive instructional supervision, with emphasis on mentoring, guidance, constructive feedback, and professional development.