Organizational and Individual Psychological Factors of Kindergarten Teachers Toward Creating a Policy Framework of High Intention to Remain

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{"abstract":"This study examined the organizational and individual psychological factors influencing kindergarten teachers’ intention to remain in their current teaching positions in the Division of Marinduque. Specifically, it assessed the influence of organizational factors such as leadership and administrative support, workload and class size, professional development opportunities, compensation and benefits, and school culture and climate, as well as individual psychological factors including motivation, job satisfaction, emotional well-being, commitment to the profession, and self-efficacy. It also determined the level of teachers’ intention to remain and identified factors that significantly predict retention. The study utilized a quantitative descriptive-correlational and comparative research design. The respondents were ninety-five (95) public kindergarten teachers from sixty-five (65) covered public elementary schools in the Division of Marinduque during School Year 2024–2025. Data were collected using a validated researcher-made questionnaire and analyzed through mean, standard deviation, one-sample t-test, and multiple regression analysis. Findings revealed that both organizational and individual psychological factors were rated high and significantly influenced teachers’ intention to remain. Likewise, kindergarten teachers demonstrated a high level of intention to remain in their current teaching positions. However, multiple regression analysis indicated that the combined organizational and psychological factors did not significantly predict intention to remain, explaining only 13.4% of the variance. The study concluded that while favorable organizational conditions and positive psychological attributes contribute to a strong intention to remain among kindergarten teachers, retention decisions are influenced by other factors beyond those examined. Consequently, a Kindergarten Teacher Retention and Support Policy (KTRSP) was developed to enhance teacher retention through strengthened organizational and psychological support mechanisms.","abstract_source":"original","authors":["Catherine Rodriguez"],"date":"2026-08-29","doi":"10.70838/pemj.620506","id":9777,"issue":5,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"7ec0f0c15dc839d65ddb45477e9fc22d85f9984a9084002793a888ea09fcf49f","schema":"scimatic-article/1","title":"Organizational and Individual Psychological Factors of Kindergarten Teachers Toward Creating a Policy Framework of High Intention to Remain","volume":62}

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