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

Autors/ores

  • Rodello P. Lauron University of Cebu, Banilad Campus, Cebu City, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i5.6633

Paraules clau:

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

Resum

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.

Biografia de l'autor/a

  • Rodello P. Lauron, University of Cebu, Banilad Campus, Cebu City, Philippines

    Dr. Rodello P. Lauron (Ed.D-EMD) holds a Bachelor of Arts degree in Political Science. He earned this degree from the University of the Visayas- Main Campus, Cebu City, Philippines. He has earned his certificate of Professional Education at the same University. He is a Licensed Professional Teacher with a major in Social Studies. He has also passed the Civil Service Professional Examination. He obtained his Master's in Science Teaching major in English Language and Literature from the University of Cebu-Main Campus, Cebu City, Philippines. Recently, he graduated with a Doctor of Education in Educational Management and Development from Cebu Technological University-Main Campus, Cebu City, Philippines. He has been teaching Professional Teacher Education and General Education subjects at the University of Cebu-Banilad campus since 2002. He has been the Coordinator of the General Education Department of the University of Cebu-Banilad campus since 2016 up to the present. He has recently attained the rank of Assistant Professor at the same University. He has also co-authored research published in an international peer-reviewed journal. He is honing his expertise in research methodology to explore innovative strategies for teaching and learning. With his commitment to professional growth, he strives to make a significant impact in the field of higher education.

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Descàrregues

Publicat

2026-04-04

Número

Vol. 13 Núm. 5 (2026)

Secció

Articles

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