Teachers’ Motivation and Retention Strategies

This study aimed to determine the motivation and retention strategies on teachers in Quezon 2 Districts of Quezon, Bukidnon. This study used a descriptive-correlational method to analyze the data on the teachers’ motivation and retention strategies. The researcher used a total enumeration method, where all the elementary teachers in Quezon District 2 are respondents. The result revealed that the level of teachers’ motivation in terms of responsibility, recognition, advancement, achievement, and work itself are interpreted as very high level. Moreover, the result of the level of retention strategies in terms of support, empower, and retain are also interpreted as very high level. Another result revealed that there is a significant relationship between teachers’ motivation in terms of responsibility, recognition, advancement, achievement, and work itself and retention strategies. Therefore, the null hypothesis “There is no significant relationship between teachers’ motivation in terms of responsibility, recognition, advancement, achievement, and work itself and retention strategies. “Was rejected. These suggest that school administrators may continue enhancing motivation-driven retention strategies that focus on recognizing teachers’ efforts, providing professional development opportunities, and fostering a supportive work environment. Programs that promote career advancement, fair evaluation, and participatory leadership should be strengthened to sustain teachers’ motivation and commitment. Schools may also maintain transparent feedback systems, promote participative decision-making, and provide consistent support to teachers’ personal and professional growth. Furthermore, fostering a culture of appreciation and trust will help preserve teachers’ enthusiasm and job satisfaction, ultimately ensuring long-term retention and institutional success.