The paradox of leadership and employee retention: A qualitative review of literature on Ugandan higher education

Styles of leadership in management are a critical determinant of employee retention in higher education institutions, especially within the developing contexts of Sub-Saharan Africa. While leadership styles are diverse, this study is keen on exploring the influence of democratic and autocratic leadership styles on employee retention in selected universities in Central Uganda. Adopting a qualitative and exploratory research design, the study draws from scholarly works relevant to the study were consulted from both general and specialized databases Key themes emerging from the literature reveal that democratic leadership, characterized by participatory decision-making, open communication, and employee empowerment enhance job satisfaction, organizational commitment, and staff retention. Conversely, autocratic leadership, defined by centralized control and limited employee engagement, is linked to demoralization, absenteeism, and high turnover rates. The study concludes that while autocratic leadership may be effective in specific crisis-driven contexts, sustained application of this style contributes negatively to staff retention outcomes in the long-term. The findings emphasize the need for higher education institutions to embrace more ethical, inclusive, and psychologically safe leadership approaches to improve employee loyalty and institutional sustainability. To solve the problem of employee retention in universities in Uganda, the study recommended Promotion of democratic and participatory leadership, Leadership development and training, Context-sensitive leadership application, Integration of personality and organizational fit in leadership practices, and fostering institutional culture of trust and transparency.