Professional Well-being and Service Retention of Teachers Assigned in Far-Flung Areas in Selected Elementary and Secondary Schools in San Fernando, Masbate
DOI:
https://doi.org/10.65339/ijsis.V1.I1.27Keywords:
Commitment to the Teaching Profession, Far-Flung Areas, Job Satisfaction, Professional Well-Being, Service Retention, Teacher Retention, Work-Life BalanceAbstract
This study determined the relationship between professional well-being and service retention of teachers assigned in far-flung areas in selected elementary and secondary schools in San Fernando, Masbate. Anchored on Maslow’s Hierarchy of Needs Theory, Herzberg’s Two-Factor Theory, and Social Exchange Theory, the research examined professional well-being in terms of job satisfaction, work-life balance, emotional and mental well-being, and administrative and community support, alongside service retention in terms of length of service, intention to stay, commitment to the teaching profession, and turnover intentions. A quantitative descriptive-correlational design was employed with 33 public elementary and secondary school teachers selected through convenience sampling. Data were gathered using a researcher-made structured questionnaire employing a four-point Likert scale that underwent expert content validation. Weighted means and Pearson Product-Moment Correlation Coefficient were used for analysis. Results showed high levels of professional well-being, with job satisfaction registering the highest composite mean of 3.59 (Strongly Agree), followed by support system at 3.48, work-life balance at 3.29, and emotional and mental well-being at 3.27. Service retention was also favorable, with commitment to the teaching profession attaining the highest mean of 3.72 (Strongly Agree), intention to stay at 3.32, length of service at 3.20, and low turnover intentions at 2.15 (Disagree). A moderate positive and statistically significant relationship existed between professional well-being and service retention (r = 0.55). The study concludes that higher professional well-being is associated with stronger service retention among teachers in geographically isolated schools. Recommendations include sustained wellness programs, strengthened administrative support, continuous professional development, and policy initiatives promoting teacher welfare and long-term service in far-flung areas. The study aligns with Sustainable Development Goal 4 on quality education by supporting a stable teaching workforce in underserved communities, and with Sustainable Development Goal 3 on good health and well-being through attention to teachers’ emotional and professional resilience. It contributes to educational and institutional sustainability by generating localized evidence that can inform interventions to reduce turnover risks and sustain quality learning delivery in remote Philippine schools.
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