Factors of Job Satisfaction and Teacher Retention in the Department of Education

Abstract

This study sought to identify the factors influencing job satisfaction and retention intentions among public school teachers in the San Fernando II District, Division of Bukidnon, during the 2025-2026 school year. Using a descriptive-correlational research design, data were collected from faculty members using an adapted survey questionnaire. Statistical tools, including the mean, standard deviation, Pearson r (Product-Moment Correlation), and Multiple Regression Analysis, were employed to analyze the relationships between administrative support, workload, compensation, professional growth, and school environment and teacher retention.
The findings revealed a very high level of job satisfaction across all domains and a high level of teacher retention. A significant positive relationship was established between job satisfaction and the intention to remain in the service. Regression analysis further identified administrative support, compensation, professional growth, and school environment as significant predictors of retention, with opportunities for professional advancement emerging as the primary driver.
The study concludes that a stable and resilient teaching workforce exists within the district, rooted in deep professional fulfillment and vocational purpose. The strong correlation between variables suggests that teacher loyalty is highly dependent on institutional support systems. Consequently, it is recommended that school administrators institutionalize flexible scheduling and wellness initiatives, while the Department of Education should strengthen policies linking career progression and competitive benefits to long-term retention strategies. Furthermore, teacher-education institutions are encouraged to integrate career mapping and leadership literacy into their curricula to prepare future educators for long-term commitment to the profession.