Socio-emotional Competence and Instructional Leadership on Attrition of Teachers

Abstract

This study examined the influence of socio-emotional competence and instructional leadership on the attrition of teachers. A quantitative research design, descriptive-correlational method was utilized to examine socio-emotional competence and instructional leadership as predictors of teacher attrition among public school teachers in Don Carlos District, Bukidnon Division, Region X for the School Year 2025-2026. Attrition has become one of the most pressing issues facing education system here in Philippines. Findings revealed moderate attrition influence across all domains, with Salary/Benefits and Assignment Factors highest. Despite pressures, teachers maintained high instructional competence. Pearson correlations showed significant negative relationships between attrition and socio-emotional competence and instructional leadership, strongest for Monitoring Instruction. Multiple regression analysis identified four significant predictors: Monitoring Instruction, Responsible Decision-Making, Supporting Teachers, and Relationship Skills, explaining 50.7% of attrition variance. Instructional leadership emerged as the dominant attrition factor. The study concludes that leadership deficiencies, particularly inadequate instructional monitoring, drive rural teacher attrition more than environmental pressures. Recommendations include mandatory principal training in monitoring protocols, socio-emotional competence workshops, structured teacher support systems, and retention-linked incentives.