ALL HANDS ON DECK: THE EXPERIENCES OF TEACHERS ON THE INFLUENCE OF ADMINISTRATIVE SUPPORT TO RETENTION

Master of Arts Major in Educational Administration

The lived experiences of teachers with the impact of administrative assistance on their decision to stay in the teaching profession were examined in this qualitative phenomenological study. The goal of the study was to determine how different types of assistance from school administrators affect teachers' commitment, work satisfaction, and motivation. Seven teachers of Barabat Elementary School and Cagan National High School were interviewed, and they discussed how their willingness to remain in their jobs was greatly influenced by factors such as equal workload, professional and emotional support, effective communication, recognition, and resource availability. The results showed that resilience, trust, and a greater sense of belonging are fostered when administrators provide regular direction and appreciate teachers' efforts. Teachers also emphasized how supportive leadership improves their capacity to manage stress and maintain their achievement. However, burnout and dissatisfaction were thought to be mostly caused by a lack of acknowledgment, confusing instructions, and an overwhelming amount of administrative work. Despite these challenges, a lot of participants shared that their dedication to the field was strengthened by a supportive educational environment, honest communication, and productive collaboration with administrators. To encourage teacher retention, the study highlights how important it is to have supportive and responsive leadership structures. School administrators and policymakers can use these insights to enhance teacher support systems.

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