Assessment On Teachers’ Turnover in the Context of Basic Education

Abstract

This study assessed the factors affecting teacher turnover in selected public schools under the Cebu City Division during the school year 2022–2023 as the basis for developing a teacher retention action plan. Using a descriptive research design, the study gathered data from teacher respondents through a demographic profile checklist and questionnaires focusing on personal, institutional, and psychological factors influencing turnover. Frequency counts, percentages, weighted means, and Chi-Square tests were used to analyze the data. Findings revealed that personal factors moderately affect teacher turnover, with health concerns, travel distance, and workload emerging as the most influential contributors. Institutional factors showed a low level of influence, although issues such as heavy workload, limited training opportunities, and lack of recognition were noted as moderate concerns. Psychological factors had the least influence, reflecting that teachers generally maintain good morale, motivation, and healthy working relationships. The Chi-Square tests showed no significant association between turnover and teachers’ demographic profile indicating that turnover tendencies are not dependent on background characteristics. The study concludes that teacher turnover is primarily driven by personal circumstances rather than institutional or psychological factors. Based on these results, a teacher retention program focusing on health and wellness support, workload management, recognition and motivation, continuous professional development, and travel-related assistance is recommended. Strengthening these areas may help enhance teacher satisfaction, stability, and long-term commitment to the school.