Determinants of Motivation and Work Retention among Public Elementary Teachers
DOI:
https://doi.org/10.54536/ajahs.v5i4.8708Keywords:
Determinants of Motivation, Goal Setting, Intrinsic Interest, Teaching Success, Work RetentionAbstract
Teacher motivation and retention are important factors that contribute to the quality and stability of education. This study examined the determinants of motivation and work retention among 179 public elementary teachers in Quezon Districts 2 and 3, Division of Bukidnon. Specifically, it determined the respondents’ level of motivation in terms of goal setting, intrinsic interest, and teaching success; their level of work retention in terms of support system, empowerment, and affinity; and the significant relationship between determinants of motivation and work retention. The study employed a descriptive-correlational research design and utilized complete enumeration. Descriptive statistics, including mean and standard deviation, were used to determine the levels of motivation and work retention, while Pearson’s Correlation Coefficient was employed to test the relationship between the variables. The research instrument underwent content validation by experts and yielded a Cronbach’s Alpha Coefficient of 0.91 during pilot testing, indicating excellent reliability. The findings revealed that the respondents exhibited a very high level of motivation, with teaching success obtaining the highest mean, followed by intrinsic interest and goal setting. Likewise, the respondents demonstrated a very high level of work retention, with affinity and empowerment obtaining the highest mean scores, followed by support system. The results further showed a significant positive relationship between determinants of motivation and work retention, particularly between intrinsic interest and teaching success and the different dimensions of work retention. Based on the findings, it was concluded that teachers who enjoy teaching, experience success in their professional responsibilities, and develop positive workplace relationships tend to demonstrate stronger commitment to their schools and profession. It is recommended that teachers continuously monitor and evaluate their professional goals, actively participate in mentoring and professional learning opportunities, and strengthen collaboration with colleagues to support their personal growth, motivation, and long-term commitment to the teaching profession.
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Copyright (c) 2026 Julious S. Victoria, Nick C. Pañares, Gerlinda G. Corpuz, Jovit D. Comon
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