Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Teaching is a profession with a long and cherished tradition. It is

universally acknowledged as a respected and highly esteemed career. Its lifelong

mission consists of a relentless pursuit of knowledge, development of skills and

proficiency in work dimensions and inculcation of values and attitudes of all

practitioners. Though it is a time honored career many teachers leave the

profession to land a job with a higher wage especially those who are in the

private schools with a lower salary range compared to public school teachers.

Teacher turn over rate is pervasive every school year ends. Brought forth

by different factors like low salary, demands of workload and administrators,

taxing teacher clerical works, higher pay in call center industry, passing the

licensure exam and many more.

According to Bohlander (1996), replacing an employee is time consuming

and expensive. In school set-up, administrators need to plan and give time to

properly train newly recruited teachers annually not only to update but to prepare

majority of the new faculty members in the job. The higher the turn-over the more

training expenses required in order to achieve the vision-mission of the academic

institution. Moreover, it is also an indicator how an organization responds to their

work environment.

Corrective actions towards teacher turn-over should be done with

objectivity and recognition of feelings of the individuals involved. This study

 2

aimed to determine the relationship of factors teachers’ profile and work related

factors and turn-over rate of teachers in selected private basic education schools

in the division of City of San Jose Del Monte, Bulacan.

Background of the Study

Though teaching is generally not a primary choice among incoming

college students. According to De Guzman (2007), there are 57 million teachers

in the world. Teaching requires a 4-year comprehensive pre-service training in

Teaching Education Institutions whether a college or university. Education

graduates immediately apply in private schools after graduation to land a job and

upon passing the licensure exam they immediately transfer in public schools that

is the trend in Philippines’ teacher turn-over between private to public school.

Teacher turn-over involves the movement of employees in and out of an

organization. It can be rooted in the person, job, administrator, or the institution

itself. As Durbin (2000) states it is caused by conglomeration of various factors.

In line with this, job satisfaction is in regard to one's feelings or state-of-

mind regarding the nature of their work. Job satisfaction can be influenced by a

variety of factors, for example pay practice, quality of one's relationship with their

supervisor, quality of the physical environment in which they work whereby

turnover refers to the characteristic of a given company or industry, relative to

rate at which an employer gains and loses staff.

As an example, if a company is said to have a high turnover, it means that

employees of that company have a shorter tenure than those of other companies

in that same industry. Job satisfaction and turnover are basically related by which
 3

job satisfaction has directly effect on the turnover. Vast literatures exist on the

relationships between two variables as mentioned. Moreover, teachers respond

prepared to leave teaching if a job alternative of offering a higher salary became

available. There is a longstanding interest in the relationship between job

satisfaction and turnover, Griffeth, Hom and Gaertner (2000) give precisely a

negative association between job satisfaction and staff turnover. In addition,

Glance, Hogg and Huberman (1997) mentioned the relationship between

turnover and productivity asserted that the lower turnover is positively correlated

with productivity.

Amah (2009) stressed that job satisfaction was found to have a direct

negative relationship with turnover intention. This result indicates that the effect

of job satisfaction on turnover can be enhanced in two ways; namely, when

employees find congruence between their job and their self identity, and when

involvement in such jobs enhances their overall life satisfaction. Personnel’s skill

agreeing to the job design, personality will result to higher satisfaction rate.

Moreover, turnover can be considered as cost of running a business. As

mentioned by Khilji and Wang (2007) reported that the impacts of labor turnover

on a hotel’s bottom line could be classified into direct costs and indirect costs.

Direct costs are essentially financial consequences that include administrative

costs as a result of increased recruitment and training expenditure of new

employees. Rapid turn-over will make it costly to an organization because there

will be repetition of trainings to make the new personnel competent for the job

requirements.
 4

In the City Division of San Jose del Monte, there is a bulk of items for

teachers since it is a young school division. This resulted to teachers from private

schools immediately transferring to public school after passing the licensure

examination for teachers.

Siena College of San Jose is a Dominican Catholic institution that

encounters pervasive teacher turn over. In 2009, 78% of the teachers decided to

leave the institution and in 2010 56.25% resigned. Since the school is located in

the vicinity near Quezon City and Caloocan City, teachers prefer to transfer in

school with greener pasture. On the Other hand, School of our Lady of Lasallette

encounters 12% turn-over and Colegio De San Gabriel Archangel experience

17% annual turn-over because it is nearby to public school such as Muzon

Pabahay Elementary School, Benito Nieto School, Partida Elementary School,

Muzon high School, San Jose High School, Sapang Palay National High School,

and San Jose Del Monte National trade school where there are bulk of teachers’

item.

In lieu, this study will create a great impact on private school

administrators on how to maintain and understand the nature of work among

teachers to get better performance and job satisfaction. Furthermore, necessary

adjustments will take place in order to render more conducive work environment

performance appraisal and teacher retention. This study is deemed significant to

the following:

Administrators performing leadership and executive role being the head of

an educational institution, policies emanate from them should be followed. The

findings of this research will be a significant aid in maintaining teachers stay in

 5

the organization and guide in making administrative decisions in terms of policy

formulation salary adjustment (for private institutions), work incentives,

performance appraisal and assigning workloads.

Teachers hold the key in operationalizing what is envisioned through

various school policies as the forefront in classroom instruction. The findings of

this study will help teachers to deepen self-awareness and realize in making

important decisions in leaving or continuing the service in an organization.

Students serve as the primary clientele of a school organization with

diverse interest, needs and family backgrounds. This study will pave way to

deepen students’ understanding and application towards their teacher in

consideration with various factors affecting them.

Moreover, for future researchers the search in improving the quality of life.

This study will serve as relevant studies to future researchers or any relevant

endeavors it may serve.

Statement of the Problem

The conducted study measured the degree of relationship exist between

teacher-related factors and school related factors to the turn-over rate of

teachers in the selected private basic education schools in the Division of City of

San Jose del Monte, Bulacan during the school year 2012-2013 as input for

administrative program development. Specifically, it sought to answer the

following:
 6

1. What is the profile of the teacher-respondents as to:

1.1.1 age

1.1.2 sex

1.1.3 specialization

1.1.4 civil status

2. How can the work related factors be described in terms of:

2.1 policies

2.2 work load

2.3 work environment

2.4 salary

2.5 school location

2.6 job satisfaction

2.7 work commitment

2.8 teacher’s morale

3. What is the turn-over rate of teachers in the selected private basic

education school in the division of City of San Jose del Monte, Bulacan

namely:

a. Siena College of San Jose (SCSJ)

b. Colegio De San Gabriel Arcangel (CDSGA)

c. School of our Lady of La Sallette (SOLS)

4. Is there a significant relationship exist between the teacher’s profile, work

related factors and the turn-over rate of teachers in the selected private

basic education schools?

 7

Scope and Limitation of the Study

The study centered in determining the relationship between teacher-

related factors and school factors to the turn-over rate of teachers in selected

private basic education schools in the division of City of San Jose del Monte,

Bulacan as an input to administrative concerns for school year 2012-2013. The

aspects looked into consideration are age, sex, specialization, civil status for

teacher-related factors and policies, work load, work environment, salary, and

school location for school related factors.

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Chapter 2

CONCEPTUAL FRAMEWORK

This chapter presents review of related literature, studies, and theories

that serve as the basis of this study.

True education, it must be noted at the outset, is a powerful force in

bringing about desired change.  It is education and education alone that can

bring about changes in knowledge, skills, attitudes, appreciations and

understanding things around us. (Suryanarayana, 2010)

Review of Related Literature and Studies

Turn-Over Rate

Turnover or staff turnover or labor turnover is the rate at which an

employer gains and loses employees. Simple ways to describe it are "how long

employees tend to stay" or "the rate of traffic through the revolving door."

Turnover is measured for individual companies and for their industry as a whole.

If an employer is said to have a high turnover relative to its competitors, it means

that employees of that company have a shorter average tenure than those of

other companies in the same industry. High turnover may be harmful to a

company's productivity if skilled workers are often leaving and the worker

population contains a high percentage of novice workers.

According to Fernando et al (2012) employees look for a new employer

that will give him necessary satisfaction at work. It may be favorable or

unfavorable to the organization if an employee is doing his job but not given the
 9

recognition at work. Likewise, Pereda (2012) stated that when turn-over rate

exceeds 5% per annum, it becomes alarming and the result of the exit interview

must be examined as to its effect on job satisfaction necessary administrative

adjustments.

High turnover often means that employees are unhappy with the work or

compensation, but it can also indicate unsafe or unhealthy conditions, or that too

few employees give unsatisfactory performance (due to unrealistic expectations,

inappropriate processes or tools, or poor candidate screening). The lack of

career opportunities and challenges, dissatisfaction with the job-scope or conflict

with the management has been cited as predictors of high turnover.

Low turnover indicates that none of the above is true: employees are

satisfied, healthy and safe, and their performance is satisfactory to the employer.

However, the predictors of low turnover may sometimes differ than those of high

turnover. Aside from the fore-mentioned career opportunities, salary, corporate

culture, management's recognition, and a comfortable workplace seem to impact

employees' decision to stay with their employer.

Many psychological and management theories exist regarding the types of

job content which is intrinsically satisfying to employees and which, in turn,

should minimize external voluntary turnover. Examples include Hertzberg's Two

factor theory, McClelland's Theory of Needs, and Hackman & Oldham's Job
 10

Characteristics Model. Below is the model for the two factor theory.

Figure 1. Herzberg’s Two Factor Theory

On the other hand, according to Maslow ‘a person's satisfaction is

determined by the fulfillment of his five levels of need'.  Herberg's motivation

hygiene theory assumes that two variables determine a person satisfaction.  (1)

Internal factors like achievement, recognition etc., and (2) external factors such

as salary and interpersonal relation.  Relationships Lartie (1975) believed that

 11

teaching continues to be rather limited in its available extrinsic rewards and that if

teacher job satisfaction is to be increased efforts are to be made to improve the

teaching situations.  According to Edward and others (1976) a

high performance leads to high job

satisfaction, which in turn

becomes

feedback to influence future performance.  Better performance leads to high

rewards.  This improvement in satisfaction is because of employee's feeling that

they are receiving rewards in proportion to their performance on the other hand, if

rewards one such as inadequate for one's level of performance, dissatisfaction

access. Figure below further present Maslow’ need theory.

Figure 2. Maslow’s Hierarchy of Needs

On the other hand, Thomas suggests that there tends to be a higher level

of stress with people who work with or interact with a narcissist, which in turn

increases absenteeism and staff turnover.

Of most relevance to our study is the recent work by Ingersoll (2001), who

analyzed turnover among teachers using the Schools and Staffing Survey
 12

(SASS) and the Teacher Follow-Up Survey (TFS). He finds that 13.2 percent of

teachers in 1997-98 were not teaching in the same school the following year. Of

these, roughly half left the profession altogether (“leavers”) and half switched

schools (“movers”).

Using regression analysis, Ingersoll attempts to identify the separate roles

of “teacher characteristics,” “school characteristics” and “organizational

conditions” in causing turnover. Generally speaking, school characteristics are

those that are outside the control of policy, in contrast to organizational

conditions, which are driven by policy and administrator behavior. Ingersoll

focuses on the role of organizational conditions and finds that turnover is highest

when salaries and administrative support are low, and student conflict is high.

This work builds on a large literature regarding the causes of teacher turnover.

Ingersoll’s work is also distinctive because he attempts to compare

turnover in teaching to that in other professions. Using the SASS, he finds a

teacher turnover rate in the range of 13.2-15.0 during the years 1988-1995.

Comparing this estimate with studies of turnover for all employees (Bureau of

National Affairs, 2001a) and nurses (Mercer, 1999), Ingersoll finds that teacher

turnover is higher than that of both groups, although only by one to two

percentage points. While there are some significant limitations to this

comparison, the idea of making such comparisons represents an important

contribution the literature.

Henke and Zahn (2001) also compare teachers to other professions, using

the Baccalaureate and Beyond (BAB) data for workers graduating from college

during 1992-93. They find that “those who taught at the K-12 level were among
 13

the least likely of all employed graduates to work in a different profession three

years later”. In other words, they find that turnover is relatively low in teaching

compared with other professions. On the contrary, this study aims to validate if

this is also the same in our case.

On the other hand, Stinebrickner (2002) compares turnover behavior

across professions, using the National Longitudinal Survey (NLS) of the

graduating high school class of 1972. As with the data used by Henke and Zahn

(2001), this survey focuses mainly on younger workers who graduated from

college. The last wave of the survey was conducted in 1986, approximately ten

years after the average teacher would have graduated from college. The age of

the data and extremely small sample size (578 useable observations reporting

some teaching experience) represent the main weaknesses of the data.

However, these weaknesses are offset by a relatively rich set of information for

each sampled worker. Stinebrickner finds, as we do here, that “exits” out of the

labor force are a much higher proportion of overall turnover for teachers

compared with non-teachers, although this is due mainly to the fact that the

overall rate of turnover (i.e., the denominator) is higher in non-teaching

professions. He also finds that teachers are more likely to leave the labor force

to take care of children, but less likely to return to school full-time.

The implications of Ingersoll (2001) are at the opposite end of the

spectrum compared with Henke and Zahn (2001) and Stinebrickner (2002) in

terms of the apparent problem of turnover.  The differences in findings appear to

be attributed to two differences in data and methodology: First, Ingersoll focuses

on workers of all ages (and education levels, to some degree), while Henke and
 14

Zahn, and Stinebrickner, focus on young college graduates.  Second, Ingersoll

compares teachers to a specific comparison group (nurses), while the other two

studies use other college graduates, regardless of occupation, as the basis of

comparison. The analysis below attempts to combine the strengths of the above

methods.  Like Ingersoll, we compare teachers only to specific comparison

groups and across all age ranges, although we increase the number of

comparison groups and explain why these choices are justified.  Unlike Ingersoll,

we compare only workers in the specific professions who are also college

graduates and avoid the methodological limitations of his analysis.  This

methodology is further justified below and leads to somewhat different

conclusions than in previous research.

It is also possible to reach a somewhat different conclusion than Ingersoll

even when considering the same data. Grissmer and Kirby (1997) use earlier

versions of the SASS and find that teacher turnover follows a U-shaped curve,

and, as a result, they give much greater weight to the importance of teacher

retirements. In an earlier study these same authors find that returning teachers

comprised 40 percent of all new teacher hires during the 1980s and argue that

teachers are much less likely to return after the age of forty (Grissmer & Kirby,

1992). They argue, therefore, that retirements are especially important forms of

turnover because they reduce the reserve pool of teachers more than other

teachers who leave the profession. For instance, assume that a departed

teacher has a 20 percent chance of accepting a teaching job in each successive

year through age 65 (and that each year is independent of the others, for
 15

simplicity). Thus, a 25-year-old teacher who has just left the profession could be

expected to work for eight additional years after the initial departure. This

suggests that the importance of distinguishing “permanent leavers” from

“temporary leavers” who are likely to return in the future and whose real effect on

the teacher supply is over-stated in comparisons of retirement and non-

retirement turnover.

Looked at in this way, Ingersoll’s conclusion that policymakers should

focus on reducing non-retirement turnover requires some clarification. The

results in the sections below reinforce the emphasis that Grissmer and Kirby

(1997) place on retirements, showing that teacher turnover is relatively low

compared with other professions and that turnover among older teachers makes

up a disproportionate percentage of these departures.

Personnel are important in any running of a business; without them the

business would be unsuccessful. However, more and more employers today are

finding that employees remain for approximately 23 to 24 months, according to

the 2006 Bureau of Labor Statistic. The Employment Policy Foundation states it

costs a company an average of $15,000 per employee, including separation

costs, paperwork, unemployment; vacancy costs, including overtime or

temporary employees and replacement costs including advertisement, interview

time, relocation, training and decreased productivity when colleagues depart.

Providing a stimulating workplace environment, which fosters happy, motivated

and empowered individuals, lowers employee turnover and absentee rates.

Promoting a work environment that fosters personal and professional growth

 16

promotes harmony and encouragement on all levels, so the effects are felt

company wide.

Continual training and reinforcement develops a work force that is

competent, consistent, competitive, effective and efficient. Beginning on the first

day of work, providing the individual with the necessary skills to perform their job

is important. Before the first day, it is important the interview and hiring process

expose new hires to an explanation of the company, so individuals know whether

the job is their best choice. Networking and strategizing within the company

provides ongoing performance management and helps build relationships among

co-workers. It is also important to motivate employees to focus on customer

success, profitable growth and the company well-being. Employers can keep

their employees informed and involved by including them in future plans, new

purchases, policy changes, as well as introducing new employees to the

employees who have gone above and beyond in meetings. Early engagement

and engagement along the way, shows employees they are valuable through

information or recognition rewards, making them feel included.

When organizations hire the best people, new talent hired and veterans

are enabled to reach company goals, maximizing the investment of each

employee. Taking the time to listen to employees and making them feel involved

will create loyalty, in turn reducing turnover allowing for growth. Pierce, Hazel,

and Mion (2006) examine the effect of a professional practice model (PPM) on

nurses’ job satisfaction and 42 turn-over. They employ the implementation of a

PPM as the characteristics of participative decision making; control over work

 17

practices; organizational supportiveness; collegial relationships; open, multilevel

communication; and rewards linked to clinical proficiency. The results of their

study affirm the significantly correlated with increased job satisfaction and lower

turnover rates among staff nurse in rehabilitation hospital. In fact, as a result of

their study give an idea about the existent relationship between job satisfaction

and turnover.

Profile of Teachers

According to Salandanan(2005) in her informal survey conducted by

asking teachers varying ages who have been teaching for at least five years their

reasons for continuing with teaching are honorable calling, brings enormous joy

and satisfaction and makes one grow intellectually, socially and emotionally. On

the other hand teachers left teaching because of the following compelling

reasons: salary is very low, tasks are time consuming, deals with multi-

personalities and demanding nature of teaching. This study looks into

consideration the age, sex, specialization, and civil status of teachers affecting

their decisions in leaving or continue teaching in private schools.

Age

Age has been found out with numerous studies that plays a role in

employees’ job satisfaction. Six arguments have been presented to account for

that tendency.
 18

First, many older people move into jobs which have more desirable

characteristics, as a result of which they might be expected to be more satisfied.

These roles transitions are sometimes examined in terms of different career

stages. For example. Morrow & McElroy(2007) observed significantly more

positive intrinsic job satisfaction in the 'maintenance' stage than in the earlier

'trial' stage of a career. Nevertheless, after statistically controlling for differences

in key job attributes, a significant age difference in job-related well-being is

typically retained (Warr, 2002). Movement into more attractive jobs thus cannot

completely account for the positive age gradient.

Second, there is evidence that older employees have specific work values

which make more attractive job characteristics that are less desirable to younger

people. Wright &Hamilton (2008) and Kalleberg & Loscocco (2003) found that the

rated importance of many job features is stable across ages, but that income and

promotion opportunities were of less concern to older employees. If employees in

general tend to be relatively dissatisfied with these characteristics, then their

greater importance for younger workers will produce a positive relationship

between job satisfaction and age. Several investigators have examined whether

differences in measured work values can account for the increase in job

satisfaction with age. As with job characteristics, above, differences in values can

account for some of the age pattern. However, the independent effect of age is

retained in multivariate analyses even after the introduction of controls for work

values (Warr, 2002). Third, it seems probable that older workers will come to

lower their expectations in some respects. Younger people may have high
 19

expectations, which, being modified by the experience of jobs which do not meet

their standards, are diminished in later years. Such reduced comparison

standards are likely to generate more positive work attitudes, as the perceived

gap between actual and ideal work becomes smaller. If older people come to

seek less from any possible job, then comparative assessments of their own

position relative to other possibilities will give rise to more positive feelings about

their own job. Clark & Oswald (2006) and Clark (2004) have provided evidence

that this comparative process operates in relation to perceptions of income.

A fourth possible explanation of the positive age gradient is in terms of

cohort differences. The members of older generations in a study may, for

example, have always been more satisfied with their jobs. In order to examine

this possibility directly, it is desirable to compare individuals or surveys over a

period of years. Such research is not widely available, but in general the

evidence for cohort differences in job satisfaction is not strong (Glenn & Weaver,

1985; Janson & Martin, 1982).Fifth, some of the observed differences between

age groups might be accounted for by varying rates of participation in the labor

force. Whereas more than 90 per cent of British men aged between 25 and 55

are economically active at present, only just over two-thirds of those between 55

and 65 are in the labor market; for women, these values are about 70 per cent

and 35 per cent (e.g. Department of Employment, 1993). Older employees are

therefore somewhat less representative of their age group in comparison with

younger ones; it is possible that, through greater self-selection into the sample,

they have more positive work attitudes than those who are no longer employed.
 20

Nevertheless, that effect, if it occurs, is unlikely to be large; some older people

outside the labor force may in practice have been excluded against their will.

Furthermore, the explanation is less relevant to early investigations into age and

job satisfaction, since older people's participation rates declined substantially

only in the 1970s and 1980s.Differential sample composition was of less concern

prior to that period, but a positive age gradient has been found at all times. A

sixth possible explanation of the greater job satisfaction of older employees is in

terms of non-job variations.

Age differences have been reported, for example, in respect of life

satisfaction (Campbell, Converse & Rodgers,2006) and depression (Ryff, 2009),

and an age-related U-shape in mental health is known to be present among

unemployed men (Warr, Jackson & Banks, 2008). It is possible that job

satisfaction scores in part reflect context-free variations in mental health, which

are not restricted to feelings about a job. Such differences are presumably

associated with variations in family composition (for instance, in respect of

dependant children) and in differences in financial position and demands, self-

concept, personal and normative expectations, and social roles at different ages.

The importance of non-job variables of this kind might be examined by

statistically controlling for them in satisfaction regressions. In practice, it is

difficult to measure the less public aspects of self-concept and personal

aspirations at different ages, and attention has so far been focused on marital

status and number of dependant children. Controls for those factors do not

remove the significant influence of age (Warr, 2002); the age gradient in job
 21

satisfaction thus has not been explained through the limited life-stage variables

that have been included in analyses to date.

As observed it seems likely that each of these six sets of features can

contribute to the positive association between age and overall job satisfaction.

The fourth and fifth (a cohort difference and reduced labor market participation by

older people) are not readily open to investigation in a cross-sectional study, but

reasons one, two and six (role transitions, shifts in values, and non-job changes

across the working years) have been examined through multivariate

investigations. The variables incorporated to date have often themselves been

statistically significant, but they have failed to render non-significant the effect of

age; hence, some other variables, not yet identified, appear also to underlie the

observed age pattern. Reason three is in terms of changes in aspiration level,

suggesting that, as individuals learn more about the costs and rewards of paid

work, so they come to expect less and therefore feel more positive about what

they have. This issue is difficult to address empirically, since surveys typically

obtain no information about individuals' expectations or, more saliently, what

those were in the past.

Sex

According to Locke, as cited by Arasad (2009) the biological differences

between the sexes are obvious. Researches have shown differences between

men and women, who might arise from sex differences. In mixed task group,

women have often less influence and prestige than their talents and merits.

Women responded more readily to people then to principles. On the other hand,
 22

men tend to view themselves separate from other people and more concerned

with universal principles of justice than with specific situations and care.

In the study made by Jose as cited by Murviser (2003) it was found out

that women respondent readily to people are more oriented towards caring,

welfare and relationship. On the contrary, men tend to perceive themselves as

separate from other people. As one of the variable on the aforementioned study,

women had been shown by some researches being more dissatisfied than men

with their job. Since, majority of teachers are female sex as variable for teacher

turn over is significant.

Meanwhile, Gwen (1996) noted that in his study men do show

effectiveness in their roles. Mature individuals can be both better teachers and

administrators.

The teacher pattern is somewhat U-shaped, which is consistent with the

findings of Ingersoll (2001) and Grissmer and Kirby (2002) who found high rates

of turnover for “young” and “old” teachers. Yet, the top panel clearly shows that

the steepness of the curve is much greater for teachers at the end of their

careers.

The prospect of getting higher pay elsewhere is one of the most obvious

contributors to turnover. This practice can be regularly observed at all levels of

the economic ladder, from executives and generously paid professionals in high-

stress positions to entry-level workers in relatively undemanding jobs. However,

there is considerable evidence that money is often not the root cause of turnover,

even when it is a factor in an employee's decision to quit. Rather, some experts

 23

believe that high turnover persists in certain jobs and companies because they

have an atmosphere in which employees look for reasons to leave, and money is

a convenient and sometimes compelling justification. In one survey, for example,

more than half of the respondents didn't even list pay in the top three reasons

they believed people quit their jobs. Indeed, there is a whole school of thought

that claims pay is not a direct determinant of job satisfaction.

Most environmental contributors to turnover can be directly traced to

management practices. Turnover tends to be higher in environments where

employees feel they are taken advantage of, where they feel undervalued or

ignored, and where they feel helpless or unimportant. Clearly, if managers are

impersonal, arbitrary, and demanding, there is greater risk of alienation and

turnover. Management policies can also affect the environment in basic ways

such as whether employee benefits and incentives appear generous or stingy, or

whether the company is responsive to employees' needs and wants.

Management's handling of major corporate events such as mergers or layoffs is

also an important influence on the work environment afterwards.

Some turnover is demographically specific, particularly for women who are

balancing significant work and family duties at the same time. Such women (or

men) may choose to leave a company instead of sacrificing their other interests

and responsibilities in order to make the job work out. Some women elect to quit

their jobs at childbirth, rather than simply taking a maternity leave. Women's

perceptions of their career paths might also be tinted by their awareness of

the glass ceiling, which may lower their level of commitment to any particular

 24

firm, since they believe they're not in contention for top-level jobs. These factors

translate into higher turnover rates for women in many companies

Contrary to the conventional view, those female teachers are less prone to

turnover than males. This suggests that the increased probability of leaving for

child-bearing and child-rearing is more than offset by a higher propensity of

males to switch professions. Stinebrickner (2010) only studies female teachers

preventing such comparisons with his study. His focus on females also partially

explains why he finds that having a very young child in the home (born within the

past year) has a large and statistically significant effect on turnover, but that the

effect of other young children is statistically insignificant. We consider both

males and females but, in the CPS, are only able to identify workers with children

aged 0-5. It is therefore not surprising that we find no significant effect on this

variable.

Specialization

As stated in the CHED Memorandum Order (CMO) no. 30 s. 2004, all

elementary teachers should complete 57 units of content courses that

correspond to the various learning areas in the elementary education curriculum.

Areas of specialization may be General, Special Education or Pre-school

Education or Early childhood education. On the other hand, Secondary school

teachers have to complete 6o units of content courses in one of the following

areas of specialization:

 Mathematics

 Physical Science
 25

 Natural Science

 English

 Filipino

 Social Studies

 Values Education

 Technology Education

 Music, Arts, Physical Education and Health

 Islamic Studies

Specialization is a factor to be considered that result to teacher turn-over

since majority of the private school teachers handle subjects which are not

aligned to their area of specialization like secondary teachers teaching in the

elementary, English teachers handling Filipino or MAPEH or HEKASI and many

more.

Civil Status

Civil status or marital status is either single or married. Gonzales (2009)

rationalize that competitiveness by saying more purposeful that men strive had to

achieve because they want to have honor for themselves. Single or married have

needs to be satisfied.

According to Marso and Pigge (2005) Marital status is related more

strongly to attrition from teaching than is any other variable on which data are

available. Ninety percent of the unmarried teachers, but only 45.8% of the
 26

married teachers, were still working. Husband's occupation appears to have no

association with the percentage of married teachers still working. This finding is

somewhat surprising, because it is expected that women married to men in minor

white-collar and blue-collar occupations work to provide supplementary income

more often than those married to men in professional and higher status business

occupations. One possibility is that not enough time had elapsed for this

socioeconomic difference to emerge. In other words, women married to men in

higher status business occupations may work temporarily while their husbands

were recuperate from the financial strain of graduate or professional school or

establishing a clientele or business.

Other research and theories support this finding. Bloland and Selby (2000)

note that the earlier research indicates that the preference of the spouse leaving

or staying the teaching profession is one of the most important factors for staying

in the field of education. Kirby and Grissmer (2003) theorize that the decision to

accept and keep a teaching job depends on life cycle factors (existing family

status and change in family status).

Work Related Factors

When given the opportunity many teachers choose to leave schools serving poor,

low performing and non-white students (Boyd, Lankford, Loeb, & Wyckoff, 2005;

Hanushek, Kain, &Rivkin, 2004; Scafidi, Sjoquist, & Stinebrickner, 2005). While a

substantial research literature has documented this phenomenon, far less research effort

has gone into understanding what features of the working conditions in these schools
 27

drive this relatively higher turnover rate (Loeb, Darling-Hammond, & Luczak, 2005).

Excessive teacher turnover can be costly and detrimental to instructional cohesion in

schools (National Commission on Teaching and America’s Future, 2003). Consequently,

many policies, such as mentoring programs and retention bonuses, have aimed to stem

teacher attrition, particularly at those schools that experience high teacher turnover. Yet,

without a better understanding of the reasons teachers leave, these approaches may not be

as effective as they could be at reducing detrimental attrition. This study contributes to

our understanding of teacher attrition by modeling the relationship between teacher

turnover and school contextual factors – including teachers’ influence over school policy,

the effectiveness of the school administration, staff relations, student behavior, safety,

and facilities. Using a unique dataset that combines longitudinal survey data with district

administrative files, we find that school administration plays a particularly important role

in teachers’ career decisions.

Likewise, in this study policies, work load, work environment, salary, and school

location is being considered that will create an impact in teachers’ decision to stay or

search for another organization that will satisfy their needs.

Policies

A Policy can be considered as a "Statement of Intent" or a "Commitment".

For that reason at least, the decision-makers can be held accountable for their

"Policy".

The term may apply to government, private sector organizations and

groups, and individuals. Presidential executive orders, corporate privacy policies,

 28

and parliamentary rules of order are all examples of policy. Policy differs from

rules or law. While law can compel or prohibit behaviors, policy merely guides

actions toward those that are most likely to achieve a desired outcome.

Policy or policy study may also refer to the process of making important

organizational decisions, including the identification of different alternatives such

as programs or spending priorities, and choosing among them on the basis of the

impact they will have. Policies can be understood as political, management,

financial, and administrative mechanisms arranged to reach explicit goals.

The principle of command responsibility rests on the shoulders of the

school administrators. The final decision making in terms of the school rest on

the shoulders of the school administrators. According to Gregorio (1961), policies

should be formulated to regulate the control and operation of the school system.

Policies should be based on the needs of the school, teachers, students, and

community. An administrator should secure the assistance of others in

formulating educational policies. Participation of teachers in policy making

empower them and make them embrace the system. Hence, in this study policies

have a great extent to affect teachers in deciding to study or leave an

organization. Definitely, teachers’ participation in crafting policies and procedures

will affect the work environment

Work Load

As provided in the R.A. 4670 or Magna Carta for Public school teachers,

those engaged in teaching shall render not more than six hours of actual
 29

teaching and two hours or related work. Related work may include lesson

planning, preparation of instructional devices, checking of test papers, themes

and computation of grades.

However, in the exigency of teachers in the private schools because of

limited funds, additional assignment, double preparations, teaching across grade

levels, teaching subjects which not aligned to area of specialization occurs. The

bulk of teaching load and clerical demands in the private schools focus teachers

to immediately transfer to public school system where a lesser work demand and

higher salary is.

As stated in the guidelines for the pilot of the basic education curriculum, a

teaching load is equivalent to a class of one hour. However, in the exigency of

the service, the principal may give assignments to teachers which shall be

considered equivalent to a teaching load, such as:

 Advisory of a class or year level assignment

 A class for enrichment or enhancement

 A class remediation

 Advisory or moderatorship of an interest club (e.g. school paper, student

government organization, scouting etc.)

 Special services(e.g. guidance work, library work, clinic work, school

canteen, etc)
 30

 Supervision of off-campus practical skills development activities in TEPP

 Coordinatorship of school based- training programs;

 Coordinatorship of school-based instructional materials development, and

 Other related work that may be assigned by the school head.

Moreover, Teachers who have double preparations or handling two

different areas in any year such as Filipino and English may be given a maximum

five teaching loads and three hours related work. No teachers shall be under load

or overloaded.

On other view, there are various model of work load to teachers. The most

common is Wickens’ (1984) multiple resource theory (MRT) model. It is

presented in Figure 3, how batch or in-flow and out flow of personnel in a certain

organization. This also presents how human resources are pivotal in attaining

productive work, return of investment through skills and cognitive capacities of

the personnel. This theory can be utilized in formulating programs for teacher

retention and recruitment attractive strategy.

 31

Fig. 3 Multi Resource Theory Model

Wickens MRT proposes that the human operator does not have one single

information processing source that can be tapped, but several different pools of

resources that can be tapped simultaneously. Each box in figure 1 indicates one

cognitive resource. Depending on the nature of the task, these resources may

have to process information sequentially if the different tasks require the same

pool of resources, or can be processed in parallel if the task requires different

resources.

Wickens’ theory views performance decrement as a shortage of these

different resources and describes humans as having limited capability for

processing information. Cognitive resources are limited and a supply and

demand problem occurs when the individual performs two or more tasks that

require a single resource (as indicated by one box on the diagram). Excess

workload caused by a task using the same resource can cause problems and

result in errors or slower task performance.

Wickens’ theory allows system designers to predict when:

 Tasks can be performed concurrently.

 Tasks will interfere with each other.

 Increases in the difficulty of one task will result in a loss of performance of

another task.
 32

The bulk of work and requirements from the administrator directly affects

teachers to search for a greener Pasteur and less burdensome work

environment. The more exposed teacher to difficult task it makes them frustrated

or stressed leading them to leave the affiliated organization.

Work Environment

The environment is one of the basic components that make teachers

performance enhanced. According to Salandanan (2006) effective work

environment should promote good working relationships among the important

members towards a common goal. If teachers imbibe healthy relationship among

other personnel and administrator this will develop intact to each member of the

organization. Likewise, in this study this variable plays an important role to be

considered by teachers in continuing or resigning from service in an organization.

According to Latumahina (2012) A positive work environment is not only

important for our physical, mental and emotional health, but is also important for

the results that we produce for the company. The better we feel at work, the

more likely we will take pride in our job activities and be loyal towards our place

of employment. A positive work environment is not only important for our

physical, mental and emotional health, but is also important for the results that

we produce for the company. The better we feel at work, the more likely we will

take pride in our job activities and be loyal towards our place of employment.

There are five ways he cited in making a positive working environment.

 33

According to Rafferty (2002) the first step to creating a positive work

environment is to secure a position that positively suits you. Before you accept a

position, you should know what your key skills are; what type of work you want to

do, what kind of role you would like, where you see yourself in five years, and

what kind of environment you thrive in. Knowing the answers to these questions

will help you to recognize those opportunities that meet those criteria, giving you

a running start.

He suggested that personnel should take responsibility for the direction of

your career. Ultimately you are responsible for creating an environment in which

you can learn and grow. The longer you stay on a “dead-end” career path, the

harder it will be to stay positive. If you are not happy with the current directions of

your career, communicate that to your manager if you wish to stay with the

company; otherwise, look for another job that you feel is a better match.

Lastly, he reiterated to meet with managers regularly to ensure you are on

track for meeting his or her expectations, and your performance goals. Don’t

always wait for your manager to reach out to you. Informing your manager about

the status of the activities you are performing shows that you are credible,

trustworthy, interested in the business, and committed to your job. You may even

consider sending a weekly status report indicating what you are working on, what

you have completed, and what you have pending.

Socio-economic and organizational resources in schools may be linked to

teacher satisfaction. Socio-economic conditions in the school encompass both

 34

broad measures, such as the human capital composition of the faculty and

expenditures per student, as well as teachers’ own economic circumstances.

Concerns with remuneration may be paramount. In the U.S., poor salary is one of

the most important reasons for leaving teaching due to dissatisfaction in urban,

high-poverty public schools and attrition due to dissatisfaction for teachers in

small private schools (Ingersoll, 2001; Perie, Baker, & Whitener, 1997).

Schlechty and Vance (1983) also propose that low salaries and truncated salary

scales are among the main reasons that the most academically able—those with

alternative career options—leave teaching. In China, both level and reliability of

remuneration may be important, given recent trends described in the preceding

section that have led to late payments to teachers. The organizational conditions

of schooling have garnered considerable attention in research on the effects of

school characteristics on teacher retention and satisfaction (Ingersoll, 2001; Lee

& Dedrick, 1991; Little, 1982; Rosenholtz, 1985, 1989). Scholarly interest in

organizational characteristics of schools in the U.S. in the 1980s and early 1990s

coincided with a belief that school size was an important element. It was

hypothesized that small, private schools were characterized by higher levels of

the ingredients for collegial cohesion and organizational consensus. Later studies

found no evidence for this hypothesis (Ingersoll, 2001; Lee & Dedrick, 1991) and

instead found school size to be positively associated with teacher satisfaction

(i.e. larger schools tend to have a higher proportion of satisfied teachers). Other

aspects of school organizational climate that have been linked to higher levels of

teacher satisfaction in the U.S. include norms of continuous improvement

(Rosenholtz, 1985); collegiality and professional interactions among the staff

 35

(Lee & Dedrick, 1991; Newmann, Rutter, & Smith, 1989; Rosenholtz, 1985); and

administrative support for teaching in the form of mechanisms of teacher

induction and organizational socialization, such as internships and mentoring

programs (Ingersoll, 1997, 2001; Rosenholtz, 1985).

Salary

Pay practice is one of human resources management practice which

normally refers to pay, wage, salary and benefit etc. The pay has an important

role in implementation strategies.

First, a high level of pay and/or benefits relative to that of competitors can

ensure that the company attract and retains high-quality employee, but this might

have a negative impact on the company’s overall labor costs.

Second, by tying pay to performance, the company can elicit specific

activities and level of performance from employee (Noe et al., 2006). Generally,

pay practice is very significant for the organizations and firms which can attract

employees to apply for the job as recruitment. On the other hand, the employees

have to retain the high performance of work in order to show their quality of work

otherwise will lose their work. Pay practice has some correlation with job

satisfaction as well. As supported by Ting (2007) asserts the significant of pay is

strongly determined of job satisfaction. Moreover, on his work explains two

different type of pay practices effect on job satisfaction; satisfaction with pay itself
 36

and satisfaction with financial prospects in the future. There is a longstanding

interest of two items which are correlated with job satisfaction.

A long the same line, the relationship between pay practice and job

satisfaction is useful to influence motivation of employees’ work then achieved

higher productivity. According to the efficiency wage theories affirm that paying

higher wage can sometimes increase works’ productivity. These theories address

three main channels by which wages can raise productivity (Katz, 2007).The first

place assumes that the harder workers work the higher is the cost of being

caught shirking and the higher is the probability of being caught shirking. A

higher wage increases worker effort due to the greater cost to workers of losing

the job (meaning workers want to reduce the chances that they are caught

shirking). In other word, the wage or pay practice is influenced employees’ work

and turnover as well. Second, a higher wage increases effort by increasing

workers' loyalty to the firm (Akerlof, 2004). As this point of these theories implies

that not easily for the high wage employees to turnover their job. As supported by

the following in third channel of these theories, affirm that a higher wage reduces

firms' turnover and recruitment costs. In addition, if introducing employee

involvement increases monitoring costs (plausible since it is harder to observe

whether a worker produced a good suggestion than whether she met her

production quota), increases the return to costly-to-measure effort, and/or

increases employers' return to worker skills and retention, then plants with

employee involvement should pay higher wages.

 37

The relationship between pay practices and job satisfaction is ambiguous

in the efficiency wage theories. However, there are some distinct studies such as

Steijin (2002) examine the overall job satisfaction of Dutch public workers with

respect to their pay. The results show that there is positive effect of the existence

of HRM practice which refers to pay practice on the job satisfaction. Likewise,

Bradley, Petrescu and Simmons (2004) observe the impact of human resource

management practices and pay inequality on workers’ job satisfaction. On their

study employ many HRM practices such as work organization, recruitment and

pay practice as independent variables and job satisfaction as dependent

variable. The results show that the pay practice is positively associated with the

job satisfaction. Furthermore, on their works clarify satisfaction with pay is high

where seniority and individual performance-related schemes are in place. The

attractively turn to the relationship between pay practice and turnover, Katz

(1987) study about the efficiency wage theories: a partial evaluation. The result

on his/her study confirms that a higher wage reduces firms' turnover and

recruitment costs. In other word, the wage is negatively related to the turnover

and recruitment cost. If the employees have the higher wage the firms or

organizations should have lower levels of voluntary turnover (quits).

The first model is’ merit-pay’, which generally involves individual pecuniary

awards based on student performance, and classroom observation (McCollum,

2001). The second model is ‘knowledge and skill-based ‘compensation, which

generally involves individual pecuniary rewards for acquired qualifications and

demonstrated knowledge and skills, which are believed to increase student

 38

performance (Odden, 2000). Knowledge and skill-based pay differs from merit-

pay because it provides clear guidelines on what is evaluated (Odden and Kelley,

2002). The knowledge and skills evaluated are, it is argued, linked to proficiency,

meaning knowledge and skill-based pay increases teachers’ ability (Odden and

Kelley,2002). The third model is school-based compensation, which generally

involves group-

based pecuniary rewards, typically based on student performance (Odden and

Kelley, 2002). Table 1 elaborates the distinctions between these models.

 39

School Location

The school environment is one of the basic components that make

teaching and learning events happen. (Salandanan, 2006) It consists of an area

where the physical structures are built for purposes of academic situation of the

clientele. Similarly, Gregorio (1961) schools should be located and constructed in

the quietest section of town or city. Most school in the Philippine is located

outside the town where the noise and danger are minimized. However, a school

should not be located far out of the way.

The location of a school has a significant effect on the performance of a

teacher. A school could be located in the urban or rural area. Ezewu (1987)

stated the obvious that the location of a school (rural or urban) affects a person’s

ability to study and perform at the level expected of him. Teachers whose

instructional materials are available and the school is accessible from his home

definitely have more time in preparing lessons and can perform other leisure

activity that will avoid burn-out.

Mkpugbe (2008) noted that different aspects of school environment

influence student’s achievement. She further stated that the individual students

academic behavior is influenced not only by the motivating forces of his home,

scholastic ability, and academic values but also by the social pressure applied by

the participants in the school setting. In Nigeria, most rural based schools lacks

enough qualified teachers, are poorly equipped and lack basic amenities-all

serving as inhibiting factors of good academic performance. 

 40

In line with this, searching for better opportunities teachers apply in private

schools which has a better payment scheme though it is far to their native place.

Job Satisfaction

Job satisfaction describes how content an individual is with his /her job.

The happier people are within their job, the more satisfied they are said to be.

Job satisfaction is not the same as motivation or aptitude, although it is clearly

linked. Job design aims to enhance job satisfaction and performance, methods

include job rotation, job enlargement, job enrichment and job re-engineering.

Other influences on satisfaction include the management style and culture,

employee involvement, empowerment and autonomous work position. Job

satisfaction is a very important attribute which is frequently measured by

organizations. The most common way of measurement is the use of rating scales

where employees report their reactions to their jobs.

One of the senses signs of deteriorating conditions in an organization is

low job satisfaction (Keith Devi, 2003).  Job Satisfaction is the favorableness or

unfavorableness with which employees view their work (Bruneberg, 2006).  It

signifies the amount of agreement between one's expectations of the job and the

rewards to the job provides.  Job satisfaction is concerned with a person or a

group in the organization.  Job Satisfaction can be applicable more to parts of an

individual's job.  If each person is highly satisfied with his job then only it will be

considered as group job satisfaction. If a person is satisfied decision turn over

rate will diminish.

 41

Sompong (2002) mentioned it creates a food attitude in the working

environment and unity in attaining the organizational objectives. It is a strong

bond that ties a person to the profession in which he is engaged

Moreover, job satisfaction is generally believed a higher job satisfaction is

associated with increased productivity, lower absenteeism, and lower employee

turnover (Hackman & Oldham, 2005). Wong (1989) explores the impact of job

satisfaction on intention to change jobs among secondary school teachers in

Hong Kong. His study affirms that low in teachers’ job satisfaction tend to have

low level of commitment and productivity.

Work Commitment

The commitment that beginning and practicing teachers bring to the

workplace may be the single most important factor influencing their work and

student performance in schools (Firestone & Pennell, 1993; Reyes, 2000).

Research on teacher commitment indicates that teachers with high levels of

commitment work harder, demonstrate stronger affiliation to their schools, and

demonstrate more desire to accomplish the goals of teaching than teachers with

low levels of commitment. More importantly, students of highly committed

teachers are more likely to learn material and develop a positive attitude toward

school than those of teachers with low levels of commitment (Reyes, (1990).

With limited exceptions (Steen, 1988; Templin, 1985), little research exists on

teacher commitment in physical education. Fortunately, however, the recent and

growing interest in this topic, particularly among classroom educational

researchers, can provide direction for beginning and practicing physical

 42

education teachers. The purpose of this article is to give a brief overview of what

teacher commitment is, to identify major workplace factors influencing its

development, and to suggest possible strategies individual teachers might use to

foster it.

Therefore, Teacher commitment is a key factor influencing the teaching-

learning process. It has been examined from different theoretical perspectives

and defined in different ways (Reyes, 1990; Rosenholtz, 2000). One view is that

teacher commitment is the psychological identification of the individual teacher

with the school and the subject matter or goals, and the intention of that teacher

to maintain organizational membership and become involved in the job well

beyond personal interest. According to this view, the higher the teacher's

psychological identification is, the higher his or her sense of commitment will be.

Recent work has suggested that commitment may be multidimensional

(Firestone & Pennell, 1993; Firestone & Rosenblum, 1988; Louis 2000). That is,

teachers may feel committed to the profession of teaching, the school, and/or the

students. Understanding is somewhat limited, however, regarding the inter-

relationships among the different areas. What is understood is that some mix of

commitment to the profession, the school, and the students is necessary for

teachers to have the motivation to pursue changes in their practice (Firestone &

Pennell (2003).

At least six primary factors in the workplace can affect commitment

teacher autonomy and efficacy, participation, feedback, collaboration, learning

opportunities, and resources (Firestone & Pennell, 1993; Smylie, 2000).

 43

Generally speaking, teachers who experience high levels of these factors

demonstrate greater commitment than teachers who do not.

According to Day (2004), teacher commitment is a predictor of teachers’

work performance, absenteeism, burn-out, and turnover, and exerts important

influence on students’ achievement and attitudes toward school. Different facets

of teacher commitment have been researched, including commitment to student

learning, teaching, teacher efficacy, and school loyalty (Steen, 2008). In a joint

study of teacher efficacy and teachers’ commitment to teaching by Coladarci

(2002), commitment to teaching was defined as the “teacher’s psychological

attachment to the teaching profession.” When teachers are not committed to the

teaching profession, most of these teachers left the teaching field within the first

five years of teaching; with teacher’s attrition rate being highest in the math and

the science subject areas. The most frequently reported reason for leaving the

profession was low salary and working conditions. When teachers were surveyed

whether they would choose the profession again, the reasons given by the

teachers not wanting to return to the profession included. “excessive non-

teaching responsibilities, large classes, lack of job autonomy and discretion,

sense of isolation from colleagues and supervisors, insufficient administrative

support, and powerlessness regarding important decision-making processes”

(Coladarci, 2002). These reasons might also prevail in the Hong Kong teacher

population, affecting their motives and commitment in teaching, and could form

the basis for the present study.

 44

Teachers’ Morale

Teacher morale has been defined by Bentley and Rempel (1989) as “the

Professional interest and enthusiasm that a person displays toward the

achievement of individual and group goals in a given job situation.” They discuss

morale as being the interaction between individual needs and the organization’s

goals. Thus, a high morale would result only when the process of achieving the

organization’s goals also reaches the individual’s needs. Morale is an internal

feeling a person possesses free from the perceived reality of others. Morale is

not an observable trait; rather it is an internal feeling or set of thoughts. “Low staff

morale results from professional lives that have little meaning; from frustration

and the inability to change what is happening” (Wentworth, 2000).

There are many researchers who have studied teacher morale and the

effects of certain factors on teacher morale. Cook (1999) discussed five major

areas that effect teacher morale. In the first area, Administrative Leadership, a

positive morale is reached when teachers feel their administrator is competent.

Next, Administrative Concern deals with the teacher’s need to feel appreciated.

Personal Interaction is the need for individuals to communicate and have support

from other teachers and the administrators. Opportunity for Input recognizes the

teachers’ needs to be a part of decisions affecting them. Lastly, Professional

Growth deals with teachers’ needs to continue their education or professional

development.

Tye and O’Brien (2002) surveyed several teachers who had left the

profession. Respondents gave the following rank of reasons why they had

become dissatisfied with teaching and changed professions: accountability,

 45

increased paperwork, student attitudes, and lack of parent support, unresponsive

administration, low professional status, and salary. Hardy (1999) stated the

following as the reasons teacher are leaving the profession: low pay, poor

professional status, interactions with students, and relationship with

administrators. Liu and Meyer (2005) list student discipline as the number one

factor leading to a low teacher morale and salary as the number two factor.

Wentworth (1990) listed the following as the essential factors that determine

teacher morale:

• Input into decision-making that directly affects curriculum,

instruction, and school climate

• Recognition and appreciation of teacher and student achievement

• A school climate that reflects a feeling of unity, pride, cooperation,

acceptance of differences, and security

• Good communication

• Opportunities for meaningful professional growth.

• Clear, shared goals

• Strong, supportive leadership

• Quality time for collegial interaction: planning, educational dialog,

decision making, problem solving

• Well-maintained physical environment

• Good human relations, both within school and between school

and community

• Encouragement and reward for risk taking, innovation, and good

teaching
 46

• Attention to professional attention to personal needs such as

stress management, good health, and social interaction and social

needs such as salary, benefits, etc.

Teacher morale is a major issue in private and public schools. Low morale

decreases engagement with colleagues and students, diminishes productivity,

reduces student learning and breeds cynicism. On the other hand, when morale

is high and the faculty culture is healthy, students excel socially and

academically, teachers are productive and collaborative, and the school

environment is dynamic and engaging. Given the significant role that teacher

morale plays, schools must work continuously to improve teacher morale.

The major factors that affect morale are school leadership, workload,

compensation, student behavior and professional development. Effective and

supportive leaders contribute significantly to high morale, while weak leaders and

low morale go hand in hand. Clearly, teaching is intensive, unrelenting and

intellectually, emotionally and physically demanding. In addition to teaching,

teachers have many other responsibilities such as curriculum development,

recess supervision, extracurricular activities, marketing, fundraising and

administrative paperwork. Feeling overburdened with so many responsibilities

contributes to low morale. Naturally, being overworked and underpaid is a recipe

for morale disaster. Student behavior problems are another major reason for low

teacher morale, especially when teachers do not have the tools to address the

problems. And finally, access to professional development plays a major role in

determining morale.
 47

School leaders have extremely demanding and complex jobs. Many enter

leadership positions without adequate training. Even with excellent training and

experience, school leaders face extremely complicated challenges daily.

Ongoing leadership training, leadership coaching and professional development

are critical to enable school leaders to provide powerful leadership and ensure

high faculty morale.

There may be no way of getting around the fact that a teacher’s workload

is heavy. However, when the faculty is pushing and pulling together, hard work is

a lot more. Involving teachers in decision making, planning and solving problems,

and creating collaborative teams to share the workload contribute immensely to

nurturing high morale.

Competitive compensation is important. However, the key to

compensation as it affects morale is the system for determining salaries and

increases. If teachers feel that the system is unfair, compensation, regardless of

the amount, will hurt morale. Fairness is largely judged by the perceived

congruence between a person’s value to the school and that person’s

compensation. To compensate fairly, schools must abandon traditional “step”

systems and implement systems that link compensation and performance.

Teachers face increasingly complex demands in meeting the needs of

their students in both private and public schools. From antisocial behavior to

special needs to apathy across the socioeconomic spectrum, teachers are

experiencing increasing problems with behavior management. Two major

initiatives by schools will help address this problem. First, it is essential to provide

behavior management training for teachers who are struggling with discipline.
 48

Second, the faculty and staff must work together as a team throughout the school

to address behavioral challenges.

Professional development is directly related to student achievement and

teacher satisfaction is directly linked to student achievement. Teachers and

schools that value professional development or adult learning create the

conditions for students to value learning too. When students are making excellent

academic and social progress, teachers feel the rewards of their profession.

Providing teachers meaningful and effective professional development is

fundamental for successful schools and high teacher more.

Research Paradigm

Based on the vast reviews of literature, relevant studies and theories

below is the research paradigm of the study. The first frame contains the

independent variables of the study: teacher-related factors and school related

factors. Under teacher related factors are age, sex, specialization and civil status.

On the other school related factors involve policies, work load, work environment,

salary and school location.

The second frame contains the dependent variable of the study the turn-

over rate of teachers in selected private basic education schools in the division of

City of San Jose del Monte, Bulacan as an input for administrative concerns.
 49

Independent Variables Dependent Variables

Teacher’s Profile
Age
Sex
Specialization
Civil Turn-Over
Status Rate of Teachers in Selected Private Basic Education School in the Division o
Work-Related Factors
Policies
Work load
Work Environment
Salary
School Location
Job Satisfaction
Work Commitment
Teacher’s Morale

Figure 4. The Paradigm of the Study

 50

Research Hypothesis

Ho1. There is a significant relationship exist between teacher’s profile,

work related factors and the turn-over rate of teachers in selected private basic

education schools.

Definition of Terms

The following concepts are operationally utilized and defined in this study.

clerical works-refers to paper works of teachers, which affects their performance

because of it serve as stressors.

degree earned-refers to AB with Educ unit, BEED, or BSED

engagement-refers to the personnel’s job commitment an eagerness to perform

a work or task

job satisfaction-refers to the level of satisfaction of the personnel toward the job

morale – refers to extent to which a person’s needs are met. It is also the

extent to which the person feels satisfaction in his/her job and how he/she

view teaching as a profession and vocation.

merit-refers to exemplary performance or positive behavior.

operationalizing-refers to job processes within the organization

pay-refers to the personnel’s salary or wage

policies-refers to the standards set by the administrator, that needs to be flexible,

meet the employees’ concern and needs and formulated with their

participation.

remediation-refers to opportunity classes for low performing students.

teaching team – refers to a teaching pair of teachers who share in the

 51

responsibility of teaching all subjects to a specific group of students.

salary-refers to the monthly income of the teacher respondents as a form of

income

school location-refers to the place where a school is located, accessibility, space

for various stakeholders and safety of environment.

specialization-refers to the degree earned by the teachers enabling them to

teach

turn-over- refers to the decision a teacher makes to leave his/her current school.

turnover rate - the ratio of the number of workers that had to be replaced in a

given time period to the average number of workers

u-shape-refers to the depression of employees’ job satisfaction in terms of age.

work commitment-refers to the level of engagement of a teacher towards the job.

work environment-refers to the atmosphere of the working area.

work load-refers to the teaching load or periods in a day.

 52

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, locale of study population

sample, research instrument, data gathering procedure, and statistical treatment

of data.

Research Design

The descriptive-correlational design of research was used in this study.

According to Calderon(1993) it is a fact finding study with adequate and accurate

interpretation of the findings. It describes what is. It emphasizes the actual

conditions, practices, situation or phenomena. This is an associational research

focusing in the relationship of the dependent variables and independent variables

without any attempt to influence them. In general, a correlation study is a

quantitative method of research in which you have 2 or more quantitative

variables from the same group of subjects, & you are trying to determine if there

is a relationship.

Since the present study is concerned about the relationship of teachers’

profile, work related factors and turn over-rate of teachers the design is the most

appropriate to be utilized.

Research Locale

The study took place in the Division of San Jose del Monte. There are

three selected private schools that will serve as source of respondents: Siena

College of San Jose, School of our Lady of La Sallette and Collegio De San
 53

Gabriel Archangel. The first two aforementioned schools are being run Religious

Administrators while, CDSGA is administered by Dr. Gabriel Uriarte. The

concerned schools were purposely selected because of its accessibility and

rampant teacher turn-over per school year.

To show the picturesque of the research locale the figure below presents

the map of the division of City of San Jose del Monte, Bulacan.

The Respondents

Stratified random sampling was utilized in the random selection of

respondents. It permits every member of the population to have an equal and

independent chance to be selected as respondents. The size of the sample was

computed using the formula of Pagoso et, al N/1+Ne2 where, n is the size of the

sample, N is the size of the population and e is the 3% marginal error as cited by

Calderon (1993). The table below presents the respondents of the study.
 54

Table 2. The Respondents of the Study

School Teachers Total % Sample

Elementary Secondary
Siena College of 15 19 34 94 32
San Jose (SCSJ)

School of Our Lady 13 12 25 94 25

of La Sallette
(SOLS)
Collegio De San 10 10 20 94 19
Gabriel Arcangel
(CDSGA)
Total 38 31 75

Research Instrument

This study utilized survey questionnaire in a likert-type rating scale where

respondents will put a check mark to their desired response. The instrument was

modified based from the study of Delos Reyes (1988) and McMurray(1989) about

work environment and job satisfaction.

The survey questionnaire was divided into two parts first is the profile of

the respondents including their age, school, civil status, subject/s taught and

specialization. On the other hand, the second part involves self-perceived rating

scale about school factors namely policies, work load, work environment, salary,

and school location. Furthermore, the instrument was validated by the

researcher’s adviser Dr. Helen D. Caparas and panel of critics chaired by Dr.

Cristina B. Celarta. (See appendix for the instrument)

 55

Data Gathering Procedure

The method of collecting data is a normative survey. Since the tool for

gathering data is a questionnaire, normative survey is the most appropriate way

in data gathering.

The researcher coordinated to the administrators of the concerned private

basic education schools. In addition, a letter of permission will be submitted in

the division office through the Education Supervisor of Private Schools of the

concerned division.

The researcher administered and retrieved the instrument personally.

Since, some of the possible respondents are known by the researcher rapport

and reliability of the responses was achieved. Moreover, an unstructured

interview with the teacher-respondent and administrator took place to deepen the

data gathered.

Statistical Treatment

Under the guidance of a reputable statistician descriptive statistics such as

weighted mean, percentage, and frequency was utilized in presenting the

variables like turn-over rate, age, sex, specialization, civil status, policies, work

load, work environment, salary, school location and teacher’s morale. On the

other hand, point-biserial coefficient correlation was utilized to measure the

relationship between teacher-related factors to turn-over rate. Lastly, Pearson

Product Moment Correlation was used to measure the degree of relationship

between teacher turn over rate and school related factors.

 56

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis of data with the corresponding

interpretation drawn from the data gathered. Explanation is supplemented by

graphs and tables following the order of the statement of the problem and the

hypothesis set forth.

Respondents’ Profile

Respondents’ profile includes and described as follows:

Respondents’ Age

1; 1% 5; 7%
2; 3%

14; 21%
20 to 24 Years Old
25 to 29 Years Old
30 to 34 Years Old
35 to 39 Years Old
40 to 44 Years Old
45; 67%

Figure 6. Frequency and Percentage Distribution

of the Respondents in terms of Age

The data in figure 6 reveals that most of the respondents are aged

between 20 to 24 years old comprising 45 out of 67 or 67% of the total number of

 57

respondents. The next age group with the most number of respondents are those

aged between 25 to 29 years old comprising 14 out of 67 or 21% of the total

number of respondents. There are also 5 (7%) respondents aged between 40 to

44 years old, 2 (3%) respondents aged 30 to 34 years old and only 1 (2%)

respondent aged between 35 to 39 years old. This basically zero in that teacher-

respondents were very young because after gaining experiences in the private

sector they transfer into public schools similar on the findings of Rodgers et

al(1976) in mental health. Moreover, as Warr (1992) found out younger employee

have higher expectations modified by work values that are why they seek

greener pasture.

Respondents’ Sex

17; 25%

Male
Female

50; 75%

Figure 7. Frequency and Percentage Distribution

of the Respondents in terms of Sex

 58

In Figure 7 shows the distribution of the respondents in terms of sex.

Based on the data, it can be described that there are more female respondents

than their male counterparts. There are 50 out of 67 or 75% female respondents

compared to 17 (25%) male respondents. It can be stated here that teaching

profession is still a female-dominated profession for the reason that as stated by

Murviser (2003) women are more oriented towards caring, welfare and

relationship, but they are being more dissatisfied than men with their job. Since,

majority of teachers are female sex as variable for teacher turn-over is

significant.

Respondents’ Degree Earned

6; 9%

18; 27%
AB with 18 Units of Education
BEED
BSED
43; 64%

Figure 8. Frequency and Percentage Distribution

of the Respondents in terms of Degree earned

 59

Figure 8 illustrates the distribution of the respondents in terms of the

degree earned. It can be gleaned from the figure that most of the respondents

are BSED graduates comprising 43 out of 67 or 64% of the total number of

respondents while there are 18 (27%) BEED graduates and 6 or 9% AB with 18

education units. This supports that since private schools depends upon the

number of enrolment for the teaching loads since majority of the teacher-

respondents were trained for secondary school they were given loads also in the

elementary that serves as additional burden for planning and preparations.

Respondents’ Civil Status

12; 18%

Single
Married

55; 82%

Figure 9. Frequency and Percentage Distribution of the Respondents in

terms of Civil Status

 60

The data presented in the figure shows that 55 out of 67 or 82% of the

respondents are single while there are only12 or 18% of the respondents who

are married. Both married and unmarried needs to be satisfied. As what Bloland

(1980) found out keeping a teaching job depends on life cycle factors such as

family and civil status. In the economic principle of needs and wants unmarried

people tend to have more created needs or wants affecting their satisfaction. On

the other hand, married people tend to look for work with better compensation to

support family expenses and like.

Work related factors were described in terms of:

Table 3
Perception on the Work Related Factors in terms of Policies

Indicative Statements Mean St. Dev. Interpretation

a. The policies are not flexible 3.19 .802 Fairly Agree
enough to meet different
situations affecting my
work/performance.
b. Policies affecting my work are 3.15 .875 Fairly Agree
often formulated without my
participation.
c. Policies lack of attention to 3.30 .985 Fairly Agree
employees needs or concerns.
d. Policies are permissive. 3.37 .813 Fairly Agree
e. Policies are strictly and 3.60 .818 Fairly Agree
consistently implemented.
Grand Mean 3.32 .520 Fairly Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.00-1.50 Does not matter at all
 61

Table 3 describes the respondents’ perception in terms of school policies.

It was unanimously perceived by the respondents that school policies are not

flexible enough to meet different work situations and performance with a mean of

3.19 and a deviation of .802, policies affecting work are formulated without

personnel participation with a mean of 3.15 and a deviation of .875, policies lack

of attention to employees concern. In addition respondents fairly agree that

policies are permissive with a mean of 3.37 and deviation of .985 and they are

fairly agreed that these policies are strictly and consistently implemented with a

mean of 3.60 and a standard deviation of .818. Moreover, the grand mean of

3.32 signifies that teacher respondents fairly agree and low standard deviation

of .530 shows how the rates closely dispersed respondents’ perception. Since,

the respondents generally fairly agree in terms of policies it can be deducted that

there is also fair regulation, control and operation in the school system.

Table 4

Perception on the Work Related Factors in terms of Workload

Work Related Factors Frequency Percentage

No. of Preparation
One preparation 41 61.2
Two preparation 26 38.8
Subjects Taught
Mathematics 9 11.25
Filipino 11 13.75
Home Economics and 7 8.75
Livelihood Education
MAPEH 7 8.75
English 16 20
Science 16 20
Araling 6 7.5
Panlipunan/HEKASI
Values Education 8 10
 62

Table 4 presents the profile of the respondents in terms of workloads. It is

presented that 41 teachers or 61.2% of the respondent has one preparation and

26 or 38.8 teachers are having two preparations. Among the respondents were 9

Math teachers or 11.25 percent of the total sample, 11 or 13.75 Filipino teachers,

7 or 8.75 were MAPE and HELE teachers, 16 or 20 percent were Science and

English teachers, 6 or 8.75 percent of the total respondents were AP/HEKASI

teachers and 8 or 10 percent were Values Education teachers. It can be

observed that there is more number of teachers for the core subject areas and

lesser to Makabayan contained subjects. For the reason that there are more

graduates majoring the core subject areas compared to skill oriented subjects

like MAPE and TLE. It also depicts how unequal bulk of teacher education

graduates affects the supply of teachers in schools affecting workloads in in-

service education. This result that school heads distribute teaching loads to non-

specialize teachers to meet the scarce of the aforementioned disciplines. Table 4

also further indicates what are the popular choices of area of concentration,

which are the academic oriented subject and the courses that in demand

because of lack of graduates.

There is a need to equalize the graduates of teachers in terms or area of

specialization so that there loading of subjects to be taught will be aligned with

their majors or specializations. Hence, teachers’ area of interest will be sufficed

and will be satisfied and will stay on the academe.

 63

Table 5

Perception on the Work Related Factors in terms of Work Environment

Indicator Statements Mean St. Dev. Interpretation

a. My school is adequately 3.90 1.017 Agree
provided with the necessary
instructional equipment, tools and
facilities to enable me to do my job
well.
b. There is a shortage of school 2.97 1.029 Fairly Agree
supplies and materials.
c. The physical characteristics of my 4.37 .735 Agree
work environment are conducive
to healthy and comfortable living.
d. My school promotes relaxing and 4.19 .764 Agree
peaceful atmosphere.
e. There is a healthy and adequate 4.01 .728 Agree
communication within the
organization.
Grand Mean 3.90 .49 Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.00-1.50 Does not matter at all

Table 5 presents perceptions on work related factors in terms of work

environment. Respondents agree that their school is adequately provided with

the necessary instructional equipment, tools and facilities to enable them in doing

their jobs with a mean of 3.90 and 1.017 standard deviation. They fairly agreed

with a mean of 2.97 and standard deviation of 1.029 that there is a shortage of

school supplies and materials. The physical characteristics of the work

environment are conducive with a mean of 4.37 and standard deviation of .735. It

also promotes relaxing and peaceful atmosphere with 4.19 and .764 deviation.

Lastly, there is healthy and adequate communication within the organization with
 64

a mean 4.01 and .728 standard deviation. Based on the self-perceived ratings it

can be interpreted that there is effective work environment with a grand mean of

3.90.

Respondents’ Salary

9; 13%

10,000 below
11,000 to 12,000

58; 87%

Figure 10. Frequency and Percentage Distribution as to Income

Figure 10 presents the graphical representation of teacher respondents’

salary range. It is evident that 58 or 87% of the respondents receives 10, 000

below salary and 9 or 13% receives 11, 000-12, 000 basic salary. The 13%

receives additional payment for their administrative work. Supported by the study

of Ting (2007), significant pay will strongly determines employees’ retention. The

higher the salary the more assurance, an organization attracts and retain

employees. Moreover, this would also be useful in influencing personnel to work

 65

in a higher and productive manner, turn over reduction and high recruitment cost

as what Katz (2007) found out in his study.

Table 6

Perception on the Work Related Factors in terms of School Location

Indicator Statements Mean St. Dev. Interpretation

a. My school is located in a safe 4.57 .557 Strongly Agree
environment.
b. My school, I am connected with is 4.09 .996 Agree
accessible from our house.
c. I like the vicinity near the school. 3.93 .926 Agree
d. My school is strategically located 3.75 .841 Agree
to serve its clientele.
e. My school has specific 3.91 .712 Agree
administrative and instructional
space for various stakeholders.
Grand Mean 4.05 .598 Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.00-1.50 Does not matter at all

Table 6 presents perception on the work related factors in terms of school

location. Respondents strongly agree that the schools they are connected with is

in safe environment with mean of 4.57and .557 standard deviation. They

unanimously agree that it is accessible with a mean of 4.09 and standard

deviation of .996, they like the vicinity near the school of 3.93 mean and .926

deviation. It is strategically located with a mean of 3.75 and .841 standard

deviation. Moreover, the school has specific administrative and instructional

space for various stakeholders. Similarly to the study of Salandanan (2006) each

space should cater different academic situations with a grand mean of. 4.05 and
 66

standard deviation of .598. Accessible school will open bigger avenues in terms

of student and teacher recruitment. As stated in Magna Carta for teacher, also

known as R.A. 4670, teacher should be assigned to the nearest school to their

address for easier reporting and travel. School location is pivotal among teacher

respondents since the respondents-schools were located in areas accessible to

bigger school in other City Divisions that becomes a target of teachers for better

job placement.

Table 7
Perception on the Work Related Factors in terms of Job satisfaction

Indicator Statements Mean St. Dev. Interpretation

a. It is self-fulfilling and brings joy and 4.18 .650 Agree
satisfaction.
b. I feel intellectual, social and 4.16 .665 Agree
emotional growth when teaching.
c. My day is not complete without 4.28 .623 Agree
performing my job.
d. I am well compensated. 3.73 .809 Agree
Grand Mean 4.09 .472 Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.00-1.50 Does not matter at all

Table 7 presents perception on work related factors in terms of Job

satisfaction. It was perceived that it is self-fulfilling and brings joy and satisfaction

with 4.18 mean and. 650 standard deviation. It made respondents feel

intellectual, social and emotional growth with 4.16 mean and. 665 standard

deviation. It is perceived that it completes the day of the teacher-respondents

with 4.28 and. 623 standard deviation. Moreover, it is viewed that they were well-
 67

compensated with a mean of 3.73 and standard deviation of .809. This would

pave way to increased production, lower absenteeism, and lower turn-over.

Moreover, the more tenured teachers in a school reflects loyalty among

personnel and efficient management styles of the administrators because they

maintain teachers despite of better offerings in the public schools.

Table 8
Perception on the Work Related Factors in terms of Work Commitment

Indicator Statements Mean St. Dev. Interpretation

a. View teaching as an honorable 4.43 .679 Agree
calling.
b. It is my supreme desire to serve 4.34 .729 Agree
others.
c. I always aim at molding children’s 4.54 .636 Strongly Agree
mind and hearts.
d. I am ready because it requires 4.31 .722 Agree
patience, sacrifices and hard work.
e. My work is a means of continuous 4.61 .602 Strongly Agree
learning.
Grand Mean 4.45 .570 Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.00-1.50 Does not matter at all

Table 8 presents the perception on work-related factors in terms of work

commitment. Respondents view teaching an honorable career of 4.43 mean

and .679 standard deviation. It was perceived that they desire to serve others

with 4.34 mean and. 729 standard deviation and always aim in molding children’s

mind and hearts with 4.54 mean .636 and ready because of its required patience,

sacrifices and hard work. Moreover, it was viewed that it is a means of

continuous learning with 4.61 mean and .602 standard deviation. As Day (2004)
 68

commitment is a predictor f performance, attendance, burn-out and turn over.

The more committed the teachers are, the easier the policy implementation and

eagerness within the teachers to extend more and serve efficiently. This will

serve further as their intrinsic motivation not only for the benefit of the clientele

but also to their personal and professional growth.

Table 9

Perception on the Work Related Factors in terms of Teachers’ Morale

Indicator Statements Mean St. Dev. Interpretation

a. It is a profession with high moral 4.63 .573 Strongly agree
standards.
b. It is the noblest profession. 4.48 .636 Agree
c. I am proud of my chosen career. 4.60 .552 Strongly Agree
d. I am very eager in doing my work 4.33 .824 Agree
and duties.
e. It is incomparable to other 4.25 .910 Agree
profession.
Grand Mean 4.457 .582 Agree
Legend:
Mean Range Interpretation
4.51-5.00 Strongly Agree
3.51-4.50 Agree
2.51-3.50 Fairly Agree
1.51-2.50 Disagree
1.1.1.50 Does not matter at all

Table 9 presents self-perceived ratings of teacher respondents in terms of

morale. With a grand mean of 4.4567 and standard deviation of .582 it can be

perceived that respondents put high regards towards the profession and

embrace it even though it is not a very good source of income. Respondents

strongly agree that it is a profession with high moral standards with a mean of

4.63 and deviation of 5.73, it is the noblest profession as perceived with a mean

of 4.48 and standard deviation of .636, they are proud of their chosen career with
 69

a mean of 4.60 and .552 standard deviation. Teachers were very eager to do

their work and duties with 4.33 mean and.824 standard deviation and viewed

incomparable to other profession with 4.25 mean and .910 standard deviation.

Evidently the result of high teacher’s morale congruent to the study of

Wenthworth (1990) which rooted in quality collegial interaction, planning,

educational dialogs, decision making and problem solving. Moreover, it reflects a

feeling of unity, pride, cooperation, acceptance of differences and security in the

organization.

Table 10
Turn-over rate of teachers

Turn
Total # of No. of New Over
Respondent School teachers Teachers Rate
Siena College of San Jose 34 12 35.29
Colegio De San Gabriel Arcangel 20 4 20.00
School of Our Lady of La Salette 17 3 17.65

Table 10 presents the Turn-over rate of teachers in the three respondent

schools of the study. Out of 34 teachers in Siena College of San Jose 12 were

new equivalent to 35. 29% turn-over. Colegio de San Gabriel Arcangel has a

total of 20 teachers where 4 were newly recruited or 20% turn over. On the other

hand out of 17 teachers of School of Our Lady of La Salette 3 were new

equivalent to 17.65 turn-over rate. It can be perceived that the bigger the school

is, the bigger the turn-over occurring. Since the rate exceeds 5 % it is alarming

and the result of exit interview must be examine as to its effect on job satisfaction

and administrative adjustments as what Pereda (2012) suggested.

 70

Table 11

Relationship of Work Related Factors and Turn-over rate

R- Significance Interpretatio
Work Related Variables Value Level n
No. of Preparation -.482** .000 Significant
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Table 11 presents relationship of work related factors and turn-over rate

where number of preparations is inversely correlated to turn-over with computed

r-value of -482 with .000 level of significance. The lesser the teachers’

preparation the higher the employee turn-over occur. Teacher with solely one

preparation will not also be satisfied and be empowered. Similar to the findings of

Bohlander (1992) non-challenging and routinary activities will also burn-out

teachers making them leave and search for an organization that will make them

empowered and motivated. As what Newstrom (2001) found out empowered

individuals will embrace the system and will productively work and active

involvement if personnel’s concerns were being addressed by the administrators.

Repetitive activities will train teachers perform mechanically, contrary to teaching

which requires dynamism and intrinsic motivation coming from the teacher itself.

Teachers’ loading should be studied and distributed fairly without

partisanship. Extra-curricular activities to be facilitated by the teacher should be

in line with their interest and expertise and other assignments can be given to

maximize their fullest potentials. In addition, majority of the respondents were on

 71

the young side and single they are idealistic with high morale, enthusiastic in

doing challenging extra task that would highlight their potential as a teacher.

Moreover, it can be associated that teacher were already embracing the fact that

you will never get rich in teaching but it will satisfy your total growth and

development as a professional as what the high teachers’ morale of the

respondents resulted to.

 72

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the salient findings, conclusions and

recommendations for the solutions of problems discovered in this study.

Summary of Findings

In the study, it was found out that most of the respondents are aged

between 20 to 24 years old comprising 45 out of 67 or 67% of the total number of

respondents. Female teachers dominated the study with 50.76 percentage of the

total number of respondents. BSED graduates comprised the majority of the

respondents with 43.64%. There are more single teachers with 55.82 % and

majority of the respondents receive a monthly income below 10, 000. Grand

means for work related factors were policies 3.32, work environment 3.90, school

location 4.05, job satisfaction 4.09, work commitment 4.45 and teachers’ morale

4.4567. Moreover, number of preparations is negatively correlated to turn-over

with computed r-value of -482 with .000 level of significance and teachers’ profile

has no correlation to turn-over rate this paved way for the rejection of the

alternative hypothesis.

Conclusions

Based on the results of the study, the researcher concludes that:

1. Strong work commitment among teachers makes teacher continue

to teach and grow even if the salary is not that attractive.

 73

2. Teacher view the profession noble, with high moral standards and

incomparable to other profession.

3. Majority of private school teachers are in the young side, gaining

experience before transferring in public schools.

4. There is no significant relationship between profile variables and

turn-over rate of teachers.

5. Number of preparations is inversely correlated to turn-over rate.

Recommendations

The researcher recommends the following based on the findings of the

study:

1. School should be located in a safe environment, accessible, and has

specific space for various administrative functions for various

stakeholders.

2. There is a need to increase the salary in consideration of their educational

qualifications, length of service, and other meritorious achievements of the

faculty members.

3. Assigning of teaching loads should be critically studied and aligned with

the specialization of the teachers.

4. Administrative intervention should take place in order to lessen annual

personnel turn over.

5. Future researchers may consider covering a larger scope of respondents

and differences of turn-over among respondent schools.

 74

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