Teacher Retention as Predicted by Collaborative School Climate and Administrative Support

Education

Excessive teacher turnover remains a major challenge affecting education systems worldwide. Studies have shown that teacher turnover rates average around 8% annually, with two-thirds of these cases attributed to reasons other than retirement most notably dissatisfaction with working conditions and inadequate administrative support. In response to this persistent issue, the present study aimed to determine the significant relationship and impact of collaborative school climate and administrative support on teachers’ retention in public secondary and integrated junior high schools in the Montevista District, Davao de Oro for the school year 2024–2025. This research utilized a quantitative descriptive-correlational design. The respondents were 216 teachers from seven public secondary and integrated junior high schools within the Montevista District, Division of Davao de Oro. Standardized instruments were used to gather substantial data: the Organizational Health Inventory for Secondary Schools (OHI-S) by Enterina (2021), the Dimensions of Administrative Support Inventory (DASI) by Watson (2021), and the Teacher Retention Survey Instrument by Philipps (2019). Data were analyzed using mean with standard deviation, Pearson r, and multiple linear regression. Findings revealed that collaborative school climate, administrative support, and teachers’ retention were all rated as ‘strongly agree’ indicating that these variables were consistently observed and manifested in the schools. Furthermore, both collaborative school climate and administrative support showed positive and significant relationships with teachers’ retention. Notably, collegial leadership, academic optimism, and community engagement under collaborative school climate, as well as emotional support, appraisal support, and informational support under administrative support, emerged as the best predictors of teachers’ retention.

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