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Title AN ANALYSIS OF FACTORS AFFECTING TEACHER RETENTION IN PRIVATE SCHOOLS

Author(s) Aneela Hanif

Abstract This research was planned to investigate the factors affecting retention of teachers in private schools of Islamabad. The objectives were to assess the role of Growth Need Fulfillment, RelatednessNeed Fulfillment and Existence Need Fulfillment in retention of teachers as well as gender-based differences in retention of private secondary school teachers. The conceptual framework of this research is based on ERG theory by Alderfer in which three basic human needs are highlighted known as Growth needs, relatedness needs and existence needs. It was quantitative research by nature. Thisstudy included 490 teachers which is the whole population due to census sampling technique. The data was collected using two questionnaires. The items were adapted from Naseer (2014). The first questionnaire includes demographics and items based on variables highlighted by Alderfer’s theory. The second questionnaire was based on teacher retention having closed ended questions. The responses were gathered on five point likert scale. Statistical techniques of Correlation and t- test were used to analyze the data. It was found that all three human needs (i.e. Growth Needs, Relatedness Needs and Existence Needs) measured in this study have a strong relationship with teachers’ retention in Private schools of Islamabad. It was also found that there were gender based differences regarding Growth Needs, Relatedness Needs and Existence Needs with regards to retention of teachers in private schools. Retention of male teachers is more affected if Growth needs and relatedness needs are not fulfilled as compared to female teachers. However retention of female teachers is more affected by Existence needs in comparison to male teachers. It was recommended that schools may facilitate teachers and give consideration to job characteristics like adequate salary, safety measures, acknowledgment and praise for accomplishing tasks including promotions and avenues for professional development.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2022-07-18

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