Intrinsic and Extrinsic Motivation as Factors of Teacher Retention in Selected Private Schools in San Pablo City, Laguna

Abstract

This study was conducted to determine the best motivation in effect of retention of teachers in selected private schools in San Pablo City, Laguna and investigate whether a significant difference exists between respondents’ extrinsic motivation and intrinsic motivation factors when grouped according to profile. A descriptive study that used an adapted survey questionnaire in gathering the data from respondents. Through the results the specified population were measured on how they will be motivated intrinsically and extrinsically for them to stay in private schools. Most of the respondents are aged 19-25, female, single, employed for one year or less, LET passers, college graduates of Bachelor of Secondary Education mostly from Dalubhasaan ng Lungsod ng San Pablo. Most of the respondents agreed that their courses in college prepared them to teach the curriculum for the courses that they have been assigned; most of the respondents definitely agreed that as part of the professional development plan for new teachers they are given the opportunity to observe and seek advice from more experienced teachers; most of the respondents agreed that the staff works as a team to ensure student achievement; most of the respondents agreed that there is a lot of growth potential in the educational field; most of the respondents definitely agreed that having children learn from them keeps them motivated; most of the respondents agreed that their school matches their employee contribution (within parameters) for a tax shelter annuity; and most of the respondents agreed that when asked for help, their students’ parents are very supportive. According to civil status, findings show that there is no significant difference in teacher-respondents’ perceptions. When grouped according to length in service, findings show a significant difference in teacher-respondents’ perception on the Intrinsic and Extrinsic Motivation Factors. When grouped according to sex, findings show no significant difference. When grouped according to highest educational attainment, findings show there is significant difference in teacher-respondents’ perception.