WORKPLACE CONDITIONS AND COMPENSATION: THE EFFECTS ON TEACHER RETENTION

Educational Management

This study aimed to determine the relationship between workplace conditions, compensation, and teacher retention among private school teachers in Nabunturan, Montevista, and Compostela during the school year 2025–2026. The study utilized a quantitative research design employing a descriptive-correlational approach, using a survey questionnaire as the primary data-gathering tool. The respondents were 107 teachers from seven private schools selected through stratified random sampling. The questionnaire included items on workplace conditions in terms of physical workplace environment, administrative support, and workload; compensation in terms of salary and incentives; and teacher retention. The data collected were analyzed using mean, Pearson product-moment correlation coefficient, and linear regression analysis. The results revealed that teachers generally perceived workplace conditions and compensation as “Agree,” indicating moderate satisfaction. Workplace conditions showed no significant relationship with teacher retention, while compensation showed a significant relationship with teacher retention. However, regression analysis revealed that salary and incentives did not significantly predict teacher retention. The findings suggest that teacher retention is influenced by multiple factors, with compensation showing a stronger relationship compared to workplace conditions. The study recommends that school administrators and policymakers

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