Teacher Empowerment, Job Satisfaction and Retention
DOI:
https://doi.org/10.65339/ijsis.V1.I3.228Keywords:
Bohol Association of Catholic Schools, Job Satisfaction, Professional Development, School Governance, Teacher Empowerment, Teacher Retention, Working ConditionsAbstract
This study examined the relationships among teacher empowerment, job satisfaction, and retention among 117 secondary school teachers from 10 private sectarian schools belonging to the first district of the Bohol Association of Catholic Schools (BACS), Diocese of Tagbilaran, Bohol, Philippines. Anchored on the participative philosophy of Short and Rinehart, Herzberg's two-factor theory, and Sher's societal model of teacher retention, the study employed a descriptive-correlational research design. Data were collected using the School Participant Empowerment Scale, Teacher Job Satisfaction Questionnaire, and a researcher-developed retention questionnaire. Frequency counts, percentages, weighted means, and Pearson product-moment correlation were used for data analysis. Findings revealed generally favorable levels of teacher empowerment (M = 3.72) and job satisfaction (M = 3.82). Professional status (M = 4.04) and responsibility (M = 4.33) received the highest ratings, while decision making (M = 3.28) and pay (M = 3.23) emerged as areas requiring improvement. Retention was associated with personal career choice, professional preparation, supportive administrative relationships, and reasonable compensation. Significant positive relationships were established between teacher empowerment and job satisfaction (r = 0.495) and between teacher empowerment and retention (r = 0.436). The study concludes that empowering institutional environments are associated with greater professional satisfaction and teacher retention. It recommends strengthening participatory decision making, professional development, stakeholder collaboration, and teacher empowerment initiatives. The findings align with Sustainable Development Goal 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by addressing teacher development, workplace conditions, and employment stability. The study contributes to institutional sustainability by providing evidence to guide supportive school governance, workforce stability, and continuity in educational service delivery.
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