THE ROLE OF SOCIAL SUPPORT AND JOB SATISFACTION IN SUSTAINING TEACHER RETENTION IN A PRIVATE HIGHER EDUCATION INSTITUTION

Rodello P. Lauron

Abstract


This study examined the influence of social support and job satisfaction on teacher retention within a predominantly young and early-career teaching workforce at a private higher education institution in Cebu, Philippines, during the school year 2025–2026. Teacher retention remains a pressing concern, making it crucial to understand how workplace experiences shape teachers’ decisions to remain in the profession. The study assessed the levels of social support and job satisfaction and identified factors that significantly contribute to sustaining teacher retention. A descriptive-correlational design was employed, involving 116 purposively selected teachers who responded to a validated and reliability-tested adopted survey questionnaire. Data were analyzed using appropriate statistical methods to measure social support, job satisfaction, and the factors influencing retention. Findings revealed that teachers reported high levels of social support and very high job satisfaction, particularly in career development, school climate, and leadership support. Retention-related factors, including compensation, administrative support, working conditions, and professional growth, were also rated strongly. Correlation results showed that social support was not significantly related to job satisfaction or teacher retention, whereas job satisfaction demonstrated a significant positive relationship with retention. Overall, the study underscores that workplace conditions and teachers’ professional experiences strongly shape retention. Strengthening job satisfaction, improving working conditions, and enhancing institutional support are essential strategies for sustaining a committed and motivated teaching workforce.

Keywords


social support; job satisfaction, teacher retention, private higher education institution

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i5.6633

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