Manuscript Details - IJARW2607

ManuScript Details
Paper Id: IJARW2607
Title: THE RELATIONSHIP OF ORGANIZATIONAL CLIMATE AND TEACHERS’ RETENTION IN PRIVATE SCHOOLS
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 6 Issue 11
Pages: 9
Published On: 5/20/2025 9:23:52 AM      (MM/dd/yyyy)
Main Author Details
Name: MARY GRACE C. BOQUILA
Institute: SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Co - Author Details
Author Name Author Institute
James L. Paglinawan Central Mindanao University
Abstract
Research Area: Education
KeyWord: ORGANIZATIONAL CLIMATE, TEACHERS' RETENTION
Abstract: ABSTRACT The retention of teachers in private schools is crucial for providing consistent and quality education. Understanding why teachers' decisions to stay in a private institution is essential for creating a positive learning environment. While many studies have looked at why teachers leave their jobs not only in public but also in private schools, there is a lack of research specifically focused on how the workplace atmosphere, known as organizational climate, affects teacher retention in private schools. This presents a need to explore how factors like leadership and management support, positive working conditions, and opportunities for professional growth impacted teachers' decisions to remain in their roles. This study aims to examine how the organizational climate relates to teacher retention in private schools. It seeks to identify which factor of the work environment are most influential in encouraging teachers to stay. The research uses a survey that gather information on various elements of the work environment. A quantitative approach was employed, utilizing a survey to gather data from teachers regarding their perceptions of organizational climate. Correlational analysis was conducted to identify relationships between the identified variables and teacher retention. In this study, the results found out that positive working conditions had a moderately positive correlation with teachers’ retention. With mean of 3.20, this means that teachers most likely a little bit more to stay in their work. Positive working conditions like safe and supportive environment could be a big factor in the retention of teachers. While leadership and management support had a significant negative correlation with mean of 2.65, this could mean teachers didn’t feel supported by their principal or administrators or leaders weren’t helpful enough. Ladd (2011) found out that principals who support their teachers and encourages them are more likely to stay in their schools. In general, the findings indicated a neutral perception of the organizational climate among teachers. This means that teachers were kind of neutral about how things were doing in their school. Neutral means teachers may like things in their school such as positive working conditions but dislike others such as lack of leadership support. The study suggests that private schools can improve teacher retention by creating a positive organizational climate. School leaders are encouraged to develop strategies to build supportive relationships and improve commitment and satisfaction of the teachers, that can contribute to the educational system. These findings offer valuable perceptions for school administrators looking for a lower turnovers of a dedicated teaching workforce.
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IEEE
MARY GRACE C. BOQUILA, James L. Paglinawan, "THE RELATIONSHIP OF ORGANIZATIONAL CLIMATE AND TEACHERS’ RETENTION IN PRIVATE SCHOOLS", International Journal Of All Research Writings, vol. 6, no. 11, pp. 485-493, 2025.
MLA MARY GRACE C. BOQUILA, James L. Paglinawan "THE RELATIONSHIP OF ORGANIZATIONAL CLIMATE AND TEACHERS’ RETENTION IN PRIVATE SCHOOLS." International Journal Of All Research Writings, vol 6, no. 11, 2025, pp. 485-493.
APA MARY GRACE C. BOQUILA, James L. Paglinawan (2025). THE RELATIONSHIP OF ORGANIZATIONAL CLIMATE AND TEACHERS’ RETENTION IN PRIVATE SCHOOLS. International Journal Of All Research Writings, 6(11), 485-493.
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