TURNOVER Intentions as Influenced by Organizational Support and Work-Life Balance of Gen Z Public School TEACHERS

Abstract

This study determined the significant influence of organizational support and work-life balance on the turnover intentions of Gen Z public school teachers using a quantitative research approach, specifically the descriptive-correlational design.  Stratified quota sampling technique was used in selecting the public elementary school teachers as respondents for this study. Three adapted questionnaires validated by experts and tested for reliability and were used to gather the needed data for this study. The statistical tools used were mean, standard deviation, Pearson r, and multiple regression analysis. Results showed that the level of organizational support and work-life balance was high. The turnover intention of Gen Z public school teachers was low. Also, organizational support, work-life balance, and the turnover intentions of Gen Z public school teacher had a negative and significant relationship. Moreover, multiple regression analysis results revealed that organizational support and work-life balance were significant predictors of turnover intentions among Gen Z public school teachers. This means that every increase in organizational support and work-life balance had a corresponding decrease in the turnover intentions of Gen Z public school teachers.