Workplace Structures that Influence Public Teachers’ Retention Intention Basis for Teacher Induction Program

Abstract

This study examined whether the individual attributes and organizational workplace structures related to factors that influence public teachers' retention intention. Specifically, it aimed to answer the following questions: what was the profile of the respondents in terms of length of service and designation, how did the respondents perceive the individual factors as to job satisfaction, leadership support, teaching experience, mentoring, and lateral status, how did the respondents perceive the workplace structures as to colleague relations, organizational commitment, organizational control, and, communication, what was the teacher’s retention intention in terms of commitment, motivation, life opportunities, life balance, flexibility, management and recognition, was there a significant relationship between the individual attributes and teacher retention intention, was there a significant relationship between the organizational workplace structures and teacher retention intention, were the profile of the respondents moderate the relationship between workplace environment and teacher retention intention.

In this study, the descriptive survey method was used. The questionnaire was used as an instrument in gathering the data to attain the purposes of the study. The respondents of the study were one hundred eighty-five (185) public school teachers from the Department of Education - Del Remedio District Division of San Pablo. The result of the survey revealed that individual attributes have a correlation with teacher retention intention and workplace structures have a relation with the teacher retention intention.

Based on the findings of the study, the following conclusions were drawn the null hypothesis stating that there is no significant relationship between the individual attributes and teacher retention intention is "Not Sustained". That there is no significant relationship between the organizational workplace structures and teacher retention intention is “Not Sustained”. That the profile of the respondents does not moderate the relationship between workplace environment and teacher retention intention is “Not Sustained”.