Administrative Support as a Predictor of Teacher Retention and Organizational Commitment: A Case Study of Junior High Teachers

Abstract

This study examines the predictive role of administrative support on teacher retention and organizational commitment among junior high school teachers in one of the private schools in Alicia, Isabela, Philippines. Data were gathered from 30 teachers using a quantitative case study design and analyzed through multiple regression analysis. The findings indicate that administrative support significantly predicted teacher retention and organizational commitment, which accounted for 29% and 31% of the variance, respectively. Among the three dimensions of administrative support, professional growth and recognition was the strongest indicator of teacher retention and organizational commitment. These results emphasize how crucial it is for school administrators to value teachers’ contributions and provide opportunities for professional advancement to strengthen their dedication and lower turnover intentions.