THE INFLUENCE of Administrative Support and Work Engagement on Teacher Retention in Private SCHOOLS

Abstract

This study determined the influence of administrative support and work engagement toward teacher retention in selected private academic institutions in Davao City. A quantitative descriptive correlational design was utilized in this study to investigate the relationship between the three variables. All full-time Basic Education teachers from selected private schools were chosen as respondents employing purposive sampling. The responses from the validated adapted research instruments on administrative support, work engagement, and teacher retention were used as primary sources of data for the study. The statistical tools used to analyze the data were mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis. This study revealed that there was a high teacher retention level in private schools while the levels of administrative support and work engagement were high. Further, there was a significant positive, strong correlation between administrative support and teacher retention and between work engagement and teacher retention. Furthermore, the combined influence of administrative support and work engagement towards teacher retention was significant, with administrative support having a greater influence than work engagement. Moreover, these results implied a need to increase the level of administrative support and work engagement, especially the latter, to increase teacher retention in private schools.