World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.39-45
Christine Mae Funelas
Manilyn Etcobanez
Placer District, Schools Division of Masbate
School Year 2025–2026
ABSTRACT
This study explored how school management practices relate to teacher retention in private schools in the Placer District, Schools Division of Masbate, during the 2025–2026 school year. Researchers used a quantitative, descriptive-correlational design and gathered data from 15 teachers across 6 private schools, selected through convenience sampling. The study focused on four areas of management: Leadership and Support, Work Environment, Compensation and Benefits, and Professional Development, and examined how each related to teacher retention. Results showed that Leadership and Support, Work Environment, and Professional Development were rated positively with mean scores of 3.41, 3.42, and 3.69. Compensation and Benefits received a lower mean score of 2.74. Correlation analysis found that Professional Development had the strongest positive link to teacher retention (r = 0.73), followed by Leadership and Support (r = 0.47). Compensation and Benefits (r = −0.43) and Work Environment (r = −0.30) were negatively related to retention. These results indicate that factors such as professional growth and supportive leadership matter more to keeping teachers than pay or working conditions. The study suggests that schools should focus on professional development and supportive leadership to improve teacher retention.
Keywords: school management practices, teacher retention, professional development, leadership, private schools
