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| Main Authors: | , |
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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19677380 |
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Table of Contents:
- <p class="MsoNormal"><span>School Year 2025–2026. It focused on compensation, administrative support, working conditions, and professional growth as shared organizational conditions influencing teachers’ satisfaction and decision to stay. An explanatory sequential mixed-methods design was used. In the quantitative phase, purposive sampling was employed, and all 78 teachers who met the inclusion criteria in the selected schools were included in the study. Data were analyzed using weighted mean, Pearson correlation, and multiple linear regression. In the qualitative phase, 15 teachers were selected through maximum variation sampling and interviewed using a semi-structured guide. Interview data were transcribed, organized through a manual coding matrix, and analyzed thematically to explain the survey results. Findings showed a high level of teacher retention across all four areas and a high level of teacher satisfaction overall, although satisfaction with compensation was only moderate. At the bivariate level, compensation and administrative support showed significant positive relationships with retention. In the regression model, all four satisfaction dimensions significantly predicted retention, with professional growth emerging as the strongest predictor. Qualitative findings showed that teachers’ long-term commitment was shaped not only by school conditions but also by student-related fulfillment, belonging, vocational purpose, and work–life sustainability. The study concludes that teacher retention in private schools is multidimensional and is better strengthened through coordinated institutional support. The findings informed the development of a Faculty Development Plan that includes compensation review, leadership dialogue, professional growth opportunities, enhanced working conditions, and continuous feedback mechanisms.</span></p>