Professional Development and Working Conditions in Relation to Teacher Retention in Public Schools

Abstract

The primary objective of the study was to assess the professional development and working conditions in relation to teacher retention in the public schools. It employed descriptive- documentary and survey methods with aid of questionnaires to three hundred eighty-one (381) elementary and secondary teachers and twenty-eight (28) school heads fully enumerated in this study. The results revealed that teachers’ have a positive relationship on retention strategies and professional development which directly contribute to the growth and development of teachers. Also, when schools implement effective retention practices, teachers are more likely to experience improved working conditions. This study concluded that public school teachers report that teachers enjoy ideal working conditions and exhibit a very advanced level of professional development across all domains. Moreover, positive feedback on pay, administrative assistance, working conditions, and professional development indicates very high teacher retention. Additionally, professional development and working conditions all have a positive impact on teacher retention; the strongest correlation is found in working conditions. These results demonstrate that high levels of satisfaction, ongoing professional development, and supportive environments are important factors in maintaining teacher retention.