Stay with Me: Factors Influencing Teacher’s Retention in Private Elementary Schools (original) (raw)
Related papers
Development of a Retention Program Through Motivation-Hygiene Theory of Selected Private Teachers
Psychology and Education: A Multidisciplinary Journal , 2022
In recent years, school administrators have had a continuous concern about the retention of private school teachers. The Philippines is one of the countries that experience a constant turnover of teachers especially in the basic education. This mixed method study examined the factors that influence the private teachers to stay or leave private schools. To know the factors that most affect them, Herzberg's Motivation-Hygiene Theory was explored in this study. An adapted survey questionnaire was used in this study and it was accessed by 206 private teachers. Meanwhile, selfmade interview questions were constructed by the researcher and 16 private teachers were interviewed. The researcher utilized a cluster sampling technique where the researcher divided the population into multiple clusters for the investigation. The result of the survey and interview was used as a ground basis to derive a retention program for private school teachers to alleviate the turnover. The findings of this study were redounding to the benefit of the private schools considering that a job retention program plays an important role in the private schools. The greater demand for quality education in the private schools justifies the need for more effective strategies to retain the teachers. Therefore, private schools that apply the job retention program derived from the results of this study will be able to maintain the best and most qualified teachers in their institutions.
Factors Influencing Teachers’ Performance and Retention
Mediterranean Journal of Social Sciences, 2015
It is critical to retain high quality and qualified teachers to provide high quality education in schools. Turnover intentions of teachers in schools have a negative impact on student satisfaction and on their educational development as well. The retention and performance of school teachers is possible through their job satisfaction to which reduces their turnover intentions and lead to their higher performance. Therefore, it is vital to consider all possible factors that impact on the teacher's performance and on their turnover intentions. Thus, due to the importance of teacher's turnover issue, the purpose of this paper is to review the literature relevant to teacher's performance and factors that reduce teacher's turnover intentions from schools. This study also aims to review the effects of intrinsic and extrinsic motivational factors to assess teacher's performance and their staying intentions. Dimension for intrinsic motivation is the satisfaction derived from teaching, recognition, enjoying teaching, career development, the challenging and competitive nature of teaching, teaching as one goal in life and control over others. On the other hand, extrinsic motivation mainly includes the award applied externally as a salary or wages, free accommodation, educational progress in paying premiums, meals, additional payments in case of financial problems, paid leave and free medical assistance. The existing literature has identified major influential factors such as working conditions, administrative support and student behavior impacting teacher's performance and their retention. This study also provides some directions for future research in this regard as well.
TEACHERS' TURNOVER AMONG PUBLIC SCHOOLS: BASIS FOR TEACHERS' RETENTION PROGRAMS
This paper investigated the teachers' turnover among public schools in Nueva Ecija. Mixed method visa -vis descriptive-correlational design was utilized and data were gathered with the survey-questionnaire substantiated by the guided interview. There were 43 teacher-respondents who participated in the study dominated by female. Most of them belonged to an age range of 26 to 30 years old, single and holders of master's degree. Similarly, majority of the respondents were from the division of Nueva Ecija and who have taught in the public school for 1 to 5 years with teacher II positions. The present average salary that the respondents were receiving ranged from 20,000 to 30,000. When in public school, the respondents were given 5 to 7 workloads. A great number of the respondents have transferred to HEIs between 2015 to 2019 with NEUST which housed most of the teacher-respondents. Still, the respondents were into classroom teaching having been ranked as Instructor I. Results of the survey revealed that the respondents' desire to leave the public school was greatly fueled by their dissatisfaction of the way they were given responsibilities as well as with the career advancement procedures that public schools have. Similarly, the study found out that not only the responsibilities and the advancement factors being dissatisfied that greatly influenced their turnover, but also the failure of the public schools to improve the way company policies are formulated and implemented as well the provision of resources and technological support which might have improved the working conditions of the teachers at public schools. Data further revealed that teachers' turnover was generally due to disgruntlement of the respondents' motivation factors which was regarded as the intrinsic motivations that influence teachers' job satisfaction. Results of the correlational analysis among the respondents' profile, motivation factors and their hygiene factors showed no significant relationships among them. This suggested that the respondents' profile did not in any way affect the satisfaction of their motivation and hygiene factors being said to be attritional factors. However, significant relationship between the motivation factors and hygiene factors existed, implying that the higher the motivation factors, the higher the hygiene factors. In general, the study concluded that while teachers' attrition was driven mostly by motivation factors, results of the interview revealed that they were also compelled to leave from the service due to the bulk of paperwork that required them to accomplish alongside their teaching and other responsibilities.
What Motivates Teachers to Stay Faithful to the Teaching Profession?
International Multidisciplinary Research Journal, 2020
This descriptive research inquired on the motivational factors that made teachers stay faithful to the teaching profession. There were 18 teacher–participants from the public and private basic education and secondary school of the City Schools of Dasmarinas. The qualitative part was done through triangulation and was participated by 18 teachers or significant others whose responses shed light on the prime question: ”what made teachers stay faithful to the teaching profession” asked through- narrative inquiry. However, in the journey of searching for the best motivational factors, some weak areas were discovered that paved the way to the formulation of an effective framework of analysis that would help address the not so strong points that hamper teaching effectiveness. Findings revealed that as to personal attributes, the teacher-participants served their schools for more than 6 years; working at their best always; recognition and prestige matters a lot for them; remuneration/ and o...
Diversitas Journal, 2024
Job satisfaction is a very crucial correlate for a teacher to stay in their current teaching assignment. This study looks into the significant factors of job satisfaction and intention to stay of teachers in a private school. In addition, the study also aims to investigate the relationship between job satisfaction and intention to stay among private teachers. Using a complete enumeration process, 34 private teachers were interviewed and primary data were collected from them. Necessary statistical measures were employed to describe the data collected and the Chi-square test for association was used to determine the relationship between the factors of satisfaction and intention to stay. Results indicated that most of the private teachers are just moderately satisfied with their current job and about 55.88% of them are not willing to stay in their job. This implies that working in a private institution is challenging and does not have enough economic security. This Chi-square test revealed that job satisfaction of private teachers is influenced by their civil status and employment status. Additionally, the factors that influence their willingness to stay are their age and employment status. The study suggests that teachers mu st be given incentives and the right compensation to increase their satisfaction and intention to stay in a private school.
AN INVESTIGATION INTO THE FACTORS THAT MOTIVATE SECONDARY SCHOOL TEACHERS PERFOMANCE
The study is intended to investigate into the factors that motivation secondary school teachers performance in Bauchi stae. Motivation is defined as internal states that stimulate, express and sustain behaviour a certain period of time. Definitions of motivation vary greatly partly due to the complexity of concept and partly because many authors tend to define motivation in terms of specific disciplines theories.The main objective of the study is to identify the factors that motivate of teacher at secondary level. The nature of this study was descriptive cum survey type. Population of this study were included of the following selected teachers of the government secondary schools of Bauchi state. For choosing the sample from this population, random sampling type was to use. A questionnaire was to use as research instrument for collection of data. The data obtained were tabulated and analyzed by using statistical techniques of mean and standard deviation. On the basis of analysis it was concluded that rewards and incentives, self confidence, economic status of teacher and financial incentive more affect the performance of teachers, while socio-status of the teacher, examination stress and teaching as first Choice of the teacher less affect the performance of teachers.
Motivational Factors in Relation to Teachers' Performance
IJRDO - Journal of Social Science and Humanities Research ISSN: 2456-2971, 2020
This study aimed to determine the motivational factors that influence teachers' job performance. The data pertain to the motivational factors that influence teachers' motivation which in turn affects their performance. These factors are categorized as existence needs, relatedness needs, and growth needs. The respondents of the study are the teachers of Bacong District, Division of Negros Oriental during the school year 2016-2017. The study utilized the descriptive-correlational method of research in the sense that it attempted to determine the motivational factors and their relationship to teachers' job performance. The study made use of a researcher-made questionnaire that determined the extent to which the motivational factors influence teachers' performance. The statistical tools used for the treatment of data are Frequency Distribution and Percentage, weighted mean and Pearson Product-Moment Correlation Coefficient. The following are the salient finding of the study. Majority of the teachers in Bacong District are female, on their prime of life, have advanced professionally, occupy Teacher 2 plantilla position, and with considerable years of teaching experience.Teachers' performance based on the RPMS is "Very Satisfactory". Teachers are "Very Highly Motivated" by the motivational factors relative to existence needs, relatedness needs and growth needs. The extent to which teachers are motivated by the motivational factors is significantly related to their job performance. Teachers' profile in terms of sex, educational qualification and teaching experience is significantly related to their job performance based on the RPMS, however, in relation to the extent to which teachers are motivated by the motivational factors, teachers' profile was found to be insignificant. In general, it was concluded that the higher is teachers' motivation, the better is their job performance.
Two Factors Motivation among Junior High School Teachers at Arellano University
The core objective of this study is to find out the applicability of Herzberg's Motivation-Hygiene Theory on private sector in Junior High School at Arellano University. A job satisfaction questionnaire based on two dimensional variables i.e. hygiene and motivators proposed by Herzberg was developed to collect the relevant data from the respondents. It was found out that majority of the teachers expressed their "satisfaction" with hygiene variables like the nature of supervision in their universities, relations with their boss, with working conditions, and relations with co-workers. Teachers in highest number have responded to be satisfied from their relations with their co workers as compared to other hygiene factors. Majority of teachers have also shown their satisfaction with motivators like achievement, recognition, work itself, responsibility and advancement. A significant percentage of teachers have revealed their satisfaction with achievement and work itself as compared to other motivators. This study shows dissatisfaction of teachers with policy of the university, pay they are receiving and the opportunities of growth on their job. In respect of hygiene factors, this study has yielded adverse results to the focused theory. This departure from the original theory seems to be due to socio-cultural differences in University. On the other hand this study supported Motivation-Hygiene theory in respect of motivation factors. It is recommended that future study may be conducted on a large population so as to include various aspects of population to fulfil the requisites of making generalization of the findings to the whole University.
motivation is key to job performance of teachers: case a renowned O level School
Purpose –The aim of this research is to explore various issues of motivation for the teachers in high school education institution. Design / Methodology- This is a qualitative research which has been conducted in a well known private school; primary data has been collected through face to face individual interviews with the combination of group interviews by using the triangulation technique. Findings- Findings have shown that although compensation and benefits are important factors in competitive market environment but some intangibles motivators like job design, workload, work environment, feedback, recognition and empowerment or decision making participation and opportunities for professional growth are also the potential factors for motivating teachers in high school education. Significance/Contribution- This study can play a vital role in convincing the high school authorities to ponder over the motivational issues of teachers in high schools. The case studied in this research can prove to be an effectual case for other worldwide schools where teachers are facing alike issues. Keywords: Human Resource Management, Motivation, High school education, Teachers
Motivation and retention of teachers in private secondary schools in Kenya
International Journal of Research in Business and Social Science (2147- 4478)
Employee retention has become a key focus of the human resource professional agenda. Organizations and schools have come to the conclusion that money could be saved by reducing employee turnover. However, studies have been inconclusive on motivating factors that lower employee retention. The main objective of this study was to determine the influence of motivation on the retention of employees in secondary schools in Kenya. Based on an exhaustive review of literature, three constructs of motivation were taken into consideration namely management. The major hypothesis of the study was that motivation significantly influences the retention of teachers in private secondary schools. To test the hypothesis, three sub-hypotheses were developed; compensation significantly influences employee retention; supervision significantly influences employee retention and psychological contract significantly influences employee retention. A mixed methodology approach was adopted and data was collect...