PRIVATE SCHOOL TEACHERS’ RETENTION RATE: A BASIS FOR DEVELOPING A PROFESSIONAL LEARNING COMMUNITY PLAN

Abstract

This study analyzed the retention level of teacher stayers among selected private schools in Santiago City, Philippines in order to determine its implications to existing educational policies. A quantitative descriptive design was employed by collecting data from 31 teacher stayers through a structured questionnaire that includes PERMA Profiler and Teacher Retention Survey. Results revealed that teacher stayers are generally in a “normal functioning” level of well-being (M=3.88). This indicates that they are adequately functioning but not flourishing. Relationship domain (4.13) ranked highest among PERMA domains while Engagement (M=3.59) was ranked the lowest. Negative Emotions (M=3.01) were rated at a sub-optimal level because of the presence of anxiety. The study shows interpersonal support as the strongest non-financial factor for teacher retention. However, gaps in engagement, achievement, and emotional well-being need to be addressed. Also, key areas in non-financial factors remain limited in terms of encouragement to pursue graduate studies, confidence to communicate to administrators, work-life balance practices, and stress management programs. Teacher stayers receive constructive feedback (M=3.29) and support from the school community (M=3.10) but need immediate recognition and enough opportunities to showcase best practices.