Factors Affecting the Perceived Retention of Teachers in Mapúa University Senior High School Department

Teacher retention is an essential component in maintaining the consistency and quality of education, especially in higher education institutions. It serves as a critical factor in ensuring the sustainability of academic programs and overall institutional growth. This study investigates the influence of specific factors—namely workload, professional development, and compensation—on the retention of faculty members at Mapúa University. While existing research has explored these elements independently, this study sought to examine their combined effect on teachers’ decision to stay within the institution. The researchers aimed to determine which of the identified factors significantly influence work retention and how strongly each correlates with it. A total of 40 faculty members participated in the study by answering a validated survey distributed via Microsoft Teams. Using Spearman’s rho correlation, the researchers analyzed the relationship between the factors and perceived retention, while also employing ordinal logistic regression to determine significance. The results indicated that compensation and professional development had statistically significant relationships with work retention, whereas workload, although positively correlated, did not show statistical significance. These findings emphasize that fair compensation and ample professional growth opportunities are pivotal in promoting teacher retention. Therefore, the researchers recommend that institutions like Mapúa University prioritize strengthening these areas to reduce faculty turnover and nurture a long-term commitment and rapport among educators within the institution. Future research may consider exploring additional factors, applying a mixed-method approach, and including larger and more diverse samples for broader insight.