Teachers’ Affective Factors and Retention Rates in Private School
DOI:
https://doi.org/10.5281/zenodo.20846639Keywords:
Affective Factors, Job Commitment, Job Satisfaction, Private School, Retention RatesAbstract
This study investigated the teachers’ affective factors and retention rates in a private school. It specifically identified the level of affective factors of teachers in private schools, the level of retention rates, and the significant differences in the level of teachers’ affective factors when grouped according to length of service and position. The study sought to provide a better understanding of how affective factors contribute to teacher retention and organizational stability in a private educational institution. Using a descriptive-quantitative research design, data were collected from 97 teachers at Claret School of Zamboanga City through a researcher-developed instrument. The findings revealed that teachers in Claret School of Zamboanga City are very highly satisfied with their jobs, very highly attached to the institution, and possess a very high level of loyalty and commitment to the school. These results indicate that teachers generally maintain positive perceptions and strong emotional connections with their workplace. Among the variables examined, the results showed that length of service has no significant difference in the level of affective factors, whereas position in the workplace has a significant difference. This suggests that teachers’ roles and responsibilities may influence their level of satisfaction, attachment, loyalty, and commitment within the institution. This study highlights the need to continue strengthening workplace conditions, professional development opportunities, and institutional support systems. Since job satisfaction, emotional attachment, and commitment are already high, sustaining these factors can help improve teacher retention and reduce turnover rates in private schools. Future studies should explore other factors affecting teacher retention, such as salary, workload balance, leadership style, school culture, and other organizational influences that may affect teachers’ decisions to remain in their profession.
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