University of Southern California Dissertations and Theses

An analysis of influences to faculty retention at a Philippine college

(USC Thesis Other)

An analysis of influences to faculty retention at a Philippine college

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

An Analysis of Influences to Faculty Retention at a Philippine College

Carlo Roman P. Zarate

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfilment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Carlo Roman P. Zarate 2023
All Rights Reserved

The Committee for Carlo Roman P. Zarate certifies the approval of this Dissertation

Cathy S. Krop
Eric A. Canny
Ekaterina L. Moore, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
This study used the Clark and Estes (2008) gap analysis framework as a model of change to
investigate the knowledge, motivation, and organization influences that affect a college‘s
inability to achieve high faculty retention. Situated in the Philippines, the study examined a
college having low faculty retention performance using a qualitative approach to investigate
these influences. Through coding analysis, contextualized themes were discovered, such as the
lack of conceptual and metacognitive knowledge on faculty retention, the lack of new activities
for faculty retention, and the lack of resources and processes to support faculty retention. These
findings serve as focal points for improvement to help the college direct its efforts toward
achieving faculty retention performance goals. Recommendations for improved practice are
provided.

v
Dedication
To God, Your grace allows me to achieve my life‘s purpose, may I continue to serve you better.

To my country, this is to help strengthen our nation‘s educational landscape.

To my people, faculty, and staff, you have always inspired me to become a better leader for you.

To my previous mentors Mr. JL Liongson, Ms. Winifreda Constantino, Dr. Lorenzo Lorenzo, Dr.
Errol Ybanez, Dr. Rosalina Fuentes, Dr. Celerino Tiongco, and Dr. Ernesto Grio, I am so blessed
to have you all in my journey of lifelong learning.

To my family, friends, and Carl, I love you.

vi
Acknowledgments
Thank you to my chair, Dr. Ekaterina Moore, her associate, Dr. Christopher Riddick, and
to my committee members, Dr. Cathy Krop and Dr. Eric Canny. From the many things I have
learned from you in the program, and especially at the last leg of my doctoral journey, I move
onward to transforming myself to become the best education leader I can be in the service of my
school and my country.

vii
Table of Contents
Abstract .................................................................................................................................... iv
Dedication .................................................................................................................................. v
Acknowledgments ..................................................................................................................... vi
Table of Contents ..................................................................................................................... vii
List of Tables ............................................................................................................................. x
List of Figures .......................................................................................................................... xii
Chapter One: Overview of the Study .......................................................................................... 1
Background of the Problem ............................................................................................ 2
Statement of the Problem ................................................................................................ 6
Purpose of the Study ....................................................................................................... 7
Significance of the Study ................................................................................................ 7
Limitations and Delimitations ......................................................................................... 9
Definition of Terms .......................................................................................................10
Organization of the Study ..............................................................................................11
Chapter Two: Review of the Literature......................................................................................12
Teacher Retention ..........................................................................................................12
Teacher Retention Challenges ........................................................................................18
Effective Teacher Retention Strategies ..........................................................................23
The Clark and Estes (2008) Gap Analysis Framework ...................................................31
Conceptual Framework ..................................................................................................37
Conclusion ....................................................................................................................39
Chapter Three: Methodology .....................................................................................................40

viii
Overview of Design .......................................................................................................41
Research Setting, Sample, and Population .....................................................................41
The Researcher ..............................................................................................................42
Data Collection ..............................................................................................................43
Data Analysis ................................................................................................................46
Summary .......................................................................................................................50
Chapter Four: Findings..............................................................................................................51
Interview Participants ....................................................................................................51
Results for Knowledge Influences .................................................................................52
Discussion for Knowledge Influences ............................................................................62
Results for Motivation Influences ..................................................................................65
Discussion for Motivation Influences.............................................................................72
Results for Organizational Influences ............................................................................75
Discussion for Organization Influences ..........................................................................83
Summary .......................................................................................................................87
Chapter Five: Discussion ...........................................................................................................89
Findings ........................................................................................................................89
Implications for Practice .............................................................................................. 100
Future Research ........................................................................................................... 104
Conclusion .................................................................................................................. 105
References .............................................................................................................................. 108
Appendix A: Interview Protocol Questions, Probes, and Interviewer Notes ............................. 138
Appendix B: Interview Questions Alignment Matrix ............................................................... 139

ix
Appendix C: Permission to Conduct Study .............................................................................. 140
Appendix D: Invitation for an Interview .................................................................................. 141
Appendix E: Informed Consent for Exempt Research .............................................................. 142
Appendix F: Interview Codebook ............................................................................................ 141

x
List of Tables
Table 1. XYZ College Faculty Retention Rates: Academic Year 2016–2021 4
Table 2. TNWKM Levels and Corresponding Questions 30
Table 3. Assumed Knowledge Influences on Faculty Retention 33
Table 4. Assumed Motivational Influences on Faculty Retention 34
Table 5. Assumed Organizational Influences on Faculty Retention 37
Table 6. Data Sources 40
Table 7. Interviewee Demographic Profile 44
Table 8. Interpretation Guide 48
Table 9. Overview of Knowledge Results: General Themes and Subthemes 53
Table 10. Interpretation for the Assumed Knowledge Influences 62
Table 11. Overview of Knowledge Themes, Type, and Citations 63
Table 12. Overview of Motivation Results: General Themes and Subthemes 66
Table 13. Overview of Motivation Themes, Type, and Citations 73
Table 14. Interpretation for the Assumed Motivational Influences 74
Table 15. Overview of Organization Results: General Themes and Subthemes 76
Table 16. Overview of Organization Themes, Type, and Citations 84
Table 17. Interpretation for the Assumed Organizational Influences 85
Table 18. Summary of General Findings Themes for Knowledge, Motivation,
and Organization 87
Table 19. Summary of Knowledge Themes 90
Table 20. Summary of Motivation Themes 90
Table 21. Summary of Organization Themes 91

xi
Table 22. Proposed Recommendations and Theoretical Basis 104
Appendix A. Interview Protocol Questions, Probes, and Interviewer Notes 138
Appendix B. Interview Questions Alignment Matrix 139

xii
List of Figures
Figure 1. Conceptual Framework 38
Appendix F. Interview Codebook 141

1

Chapter One: Overview of the Study
Formal education and effective student learning requires the presence of teachers and
faculty. Scholars have identified the teacher as the most important factor in reaching student
success and achievement (Cleary, 2018; Hattie, 2009; Marzano, 2007; McCaffrey et al., 2003).
Not only can teachers directly influence improved student outcomes by as much as 52 percentage
points per academic year (Killian, 2018), they can also multiply the positive effects of a school‘s
overall learning environment (Fullan, 2002). Teachers and faculty, therefore, are a vital human
resource schools need to continually have—not only to ensure the delivery of quality instruction
for its learners (Bourdersa, 2016), but also to help secure the educational development of a
country‘s citizens to possess the necessary competencies required in the global workplace setting
(Appleton et al., 2006). Schools and colleges in the Philippines have their share of educational
challenges in securing its teachers and faculty. There is an increasing national and global
shortage of faculty being experienced in schools and countries around the world over the past 2
decades (Agarao-Fernandez & De Guzman, 2005; Cobbold, 2015; De Villiers, 2017). National
education policymakers and local education leaders in the Philippines have been continually
faced with the challenge of creating effective and sustainable solutions to school problems
concerning the recruitment and retention of its faculty. Leaders are especially challenged to reach
the manpower needed for the 2030 educational goal of providing access to inclusive education
for every child globally (United Nations Educational, Scientific, & Cultural Organization, 2016).
Despite the complexity of understanding, negotiating, and securing faculty employment
(Ingersoll et al., 2019), ineffective retention programs for teachers are typically attributed to
teacher losses in schools (Dupriez et al., 2016; Dwinal, 2015). From an organizational
perspective, deficits in human capital resources negatively affect organizational outcomes due to
2

gaps in sought levels of performances (Clark & Estes, 2008). As such, addressing specific
organizational performance problems from the lens of knowledge and skills, motivation, and
organizational influences may help education leaders in the Philippines to understand, design,
develop, and implement change initiatives from within their organizations to address a problem
of practice, such as low faculty retention in their institutions.
Background of the Problem
The problem of practice for the studied college, situated in the Philippines with the
pseudonym XYZ College, was low faculty retention. This problem of practice was influenced by
the broader social problem of an increasing global shortage of teachers and faculty (Dee &
Goldhaber, 2017; Van Geffen & Poell, 2014). Compounding this issue was the Philippines‘s lack
of national policy in providing sustainable job security for workers in the country, which has
resulted in a daily average of 5,000 professionals leaving the nation (Di Gropello et al., 2010;
International Labour Organization Country Office for the Philippines, 2017). Such a challenge
facing the educational landscape in the Philippines featured a deficit of 31,400 needed teachers
as of the 2019–2020 academic year—quadrupling rates of annual teacher attrition since 2017—
and 126,900 retiring teachers beginning in the 2020–2021 academic year (Agarao-Fernandez &
De Guzman, 2005; Diaz, 2019; United Nations Educational, Scientific, & Cultural Organization,
n.d., 2016). These considerations may adversely affect the performances of both public and
private schools and colleges in the country; moreover, if inaction continues by both government
and education leaders, the consequences may impact the Philippine‘s overall ability to reach their
2030 educational and developmental goals.
Despite these difficulties, literature has emphasized that internal organizational aspects or
school-related factors such as (a) poor working conditions, (b) inadequate compensation, (c)
3

exorbitant work assignments, (d) unsupportive working environments, (e) lack of autonomy, and
(e) lack of professional growth opportunities are the most frequently cited reasons for teachers,
professors, and other academic personnel leaving their institutions and are regarded to be within
the ambit of leadership responsibility (Cook, 2018; Djonko-Moore, 2016; Ingersoll et al., 2019;
Kraft et al., 2016; Lindqvist et al., 2014; Woods & Weasmer, 2002). These insights in literature
have suggested leaders can always take the opportunity to examine their school‘s internal
dynamics as a basis for initiating and institutionalizing reforms in policy and practice to achieve
high faculty retention in their schools (Dee & Goldhaber, 2017; Dupriez et al., 2016; Woods &
Weasmer, 2002).
Organizational Purpose and Mission
XYZ College is a private college in the Philippines. Established in 1981, XYZ College is
a 40-year old, nonprofit, nonsectarian, educational institution that caters to low-income Filipinos.
The college‘s purpose is to become the Philippine‘s educational leader in providing high quality,
affordable, private, nonsectarian education for the aspiring Filipino; accordingly, the institution‘s
mission is to provide course programs of study for the Filipino youth to achieve an improved
quality of life and greater economic growth and prosperity for the country. At the time of this
study, the college had approximately 1,500 students, 53 faculty members, 19 administrative
members, and 14 staff members. The college offers five bachelor‘s degree programs in
computing, business, and hospitality, three short vocational courses, and three 2-year precollege
programs.
Organizational Goal
In 2021, XYZ College set out to achieve 98% faculty retention by 2026 as a 5-year goal
to help sustain its mission (see Table 1). The goal seeks to reach the second-highest faculty
4

retention performance in the college‘s history. It had previously achieved its highest faculty
retention performance of 100% in 1992. To contextualize the historical performance of the
college in terms of how it managed to keep its faculty members year over year, Table 1 presents
its faculty retention rates over the past 5 school years (i.e., 2016–2021). Over these past 5
academic years, the college experienced a downward trend of faculty retention rates. Although
there are no national data available locally to benchmark with the industry average, the most
recent global data set the annual teacher attrition in the Philippines to 4.9% as of 2017 (United
Nations Educational, Scientific, & Cultural Organization, n.d.). Interpolating these numerical
figures suggest XYZ College‘s average retention rate in 2017 can be considered in attrition rate
terms to almost four times over the country‘s national average. These data points suggest the
college needs to consider new initiatives and to examine the root causes of gaps in performance
that lead to poor faculty retention in the school.

Table 1
XYZ College Faculty Retention Rates: Academic Year 2016–2021
Academic year Retention rate (%)
2020–2021 78
2019–2020 75
2018–2019 82
2017–2018 80
2016–2017 86

5

Description of Stakeholder Groups
Stakeholders in a school or college are individuals, groups, or organizations (e.g., parents,
faculty members, students, administration, sponsors, government) who are from within or
outside the educational system and are particularly interested in the achievement of school
outcomes (Novick, 2016). Whereas different groups of stakeholders possess varying focal points
of interest, commonly sought interests in educational institutions include the fulfilment of
expectations relative to carrying out the stated vision and mission, faculty competence in
delivering high-quality instruction, students receiving good education, and administrators
instituting reforms in educational practice (Parker & Hanson, 2019; Strom et al., 2011). Because
stakeholders‘ expectations for school performance may vary, considering each individual and
collective insight can help to support improvement efforts (Boss, 2017). These insights present
the idea that change can be initiated from within a college through key change agents subscribed
to a clear agenda moving forward.
Stakeholder Group of Focus
The stakeholder group within XYZ College believed to have the most power to effect
change in relation to low retention is the Human Capital and Resources Department (HCRD).
HCRD, as a functional unit comprising eight coequal members headed annually by an appointed
chairperson, directly reports to and is primarily answerable as a collective to the college
president. The HCRD responds to the organization as a whole to ensure that XYZ College‘s
academic and nonacademic staff requirements are met every academic year. All HCRD members
are full-time faculty members with at least 10 years of experience at XYZ College prior to
receiving appointment to the HCRD; hence, each member possessed a unique faculty–
administrator perspective that allowed for a past–present understanding of faculty–school
6

dynamics compared to any other unit in the organization. In addition, HCRD‘s periodic and
regular interaction with the current faculty members provides a position of familiarity that can
help in building trust and in strengthening organizational ties and relationships. In terms of
epistemological accountability considerations, I identified the HCRD as the main provider at the
college for addressing the organizational needs in terms of human capital and talent resources.
As a unit in charge with high levels of responsibility and accountability, HCRD possesses
moderate-to-high levels of authority to select and recruit people, grant priority status in the
giving and receiving of confidential information, allocate higher funding for its projects relative
to other functional units in the organization, and bestow full autonomy in creating specialized
incentive or development programs that can be useful in creating change initiatives for itself and
for the organization in moving forward. Based on these considerations, alongside the
organizational ontology for HCRD as the primary functional unit responsible for attendance,
development, and maintenance of the human capital assets and resources of XYZ College, I
chose HCRD as the focal point for implementing change in the organization—namely, for
improving faculty retention as the primary stakeholder group to achieve new goals for itself and
for improved organizational outcomes.
Statement of the Problem
Faculty retention is an example of a vital issue concerning educational leaders. This study
supported research addressing low faculty retention. First, at the classroom level, having
effective teachers or faculty members who attend to learners is an essential element that supports
student learning (Ovenden-Hope & Passy, 2020). Second, at an organizational level, achieving a
stable faculty base ensures a college‘s ability to deliver its mission-critical function of providing
quality educational services to its community (Koett, 2020). Lastly, from a national perspective,
7

institutional efforts that preserve knowledge workers directly helps a country to attain its long
term national educational and literacy goals (American Federation of Teachers, 2009; Appleton
et al., 2006; David et al., 2019; McMahon, 2013).
Purpose of the Study
The purpose of this study was to explore the knowledge and skill, motivation, and
organizational influences impacting the HCRD‘s inability to reach its goal of achieving high
faculty retention at XYZ College. The study was grounded in the use of the Clark and Estes
(2008) gap analysis framework. Specifically, this study aimed to answer the following research
questions:
1. What knowledge influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
2. What motivational influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
3. What organizational influences affect the ability of HCRD members of XYZ College
to improve faculty retention?
Significance of the Study
The importance of investigating root causes to examine gaps in performance issues (e.g.,
poor faculty retention) through a systematic means of inquiry depends on the work of
organizational change leaders championing accountability in educational institutions. Referred to
as the enactments that provide greater value within social systems (Bovens & Schillemans,
2014), accountability bridges gaps between set expectations and evaluated performances in the
context of responsibility and answerability (Flinders, 2014). Seeking accountability through
evaluating organizational performances is a means of promoting and sustaining change through
8

continued learning, knowledge transfer, and new behaviors for achieving higher organizational
goals (Aguinis & Kraiger, 2009). It is hoped that others within and outside XYZ College would
learn from this study through the use of a specific lens for inquiry, the Clark and Estes (2008)
gap analysis framework.
The Clark and Estes (2008) gap analysis framework, as a theory and framework for
organizational change, was used to examine the problem of practice. A theory of change refers to
a presentation of rationalized initiative and how it can work toward a desired outcome (De Silva
et al., 2014; Tuck & Yang, 2014). As a framework for organizational change, a precise and
systematic means of inquiry is offered to examine the knowledge, motivation, and organizational
influences concerning a stakeholder group to understand the root causes of performance
problems and to develop prospective solutions for improved organizational outcomes (Clark &
Estes, 2008). The Clark and Estes (2008) gap analysis framework is capable of providing a
precise method for examining low faculty retention in a school setting.
A qualitative methodological design was used in this study. According to Creswell and
Creswell (2018), qualitative approaches to studies seeking to investigate the manner of meaning
making by research participants are most appropriate to understand current phenomena. Because
this study entailed the exploration of current perceptions, beliefs, values, and thinking processes
of individuals, the interview method presented a means to elicit qualitative data that could not
otherwise be collected through observation (Merriam & Tisdell, 2016). Through one-on-one
conversations with all the eight members of a stakeholder group of focus (HCRD) using a
standardized, open-ended interview protocol to ensure greater comparability of responses
(Patton, 2002), the study determined, through thematic analysis of gathered words, phrases,
sentences, and personal narratives, the specific knowledge and skills, motivation, and
9

organizational influences found to be affecting the organization‘s collective ability to achieve
high faculty retention. The findings were then used to propose recommendations for XYZ
College.
Limitations and Delimitations
This qualitative study examined the knowledge and skills, motivation, and organizational
influences affecting faculty retention in XYZ College from the perspective of members of a unit
(i.e., HCRD) within the college. This study was limited to the responses provided by the
participants in the interview process and the personal capacity of the proxy interviewer to
facilitate and document conversations. This study was delimited to the Clark and Estes (2008)
gap analysis framework, which was used to explore and validate assumed influences to develop
appropriate and contextualized recommendations for the college.
I took all of the research participants‘ responses in good faith and regarded their views
and their lived experiences in the organization as truths. In addition, because the interviews were
conducted by a proxy, I was completely reliant on the personal capacity and judgment of the
proxy interviewer to facilitate conversations with the participants and to document these
conversations in written form. The resulting gathered data presented through an anonymized
report then became the primary source for data analysis, which constrained my ability to
appreciate the interviews from a first-person perspective.
Lastly, this research was delimited to a particular use of the Clark and Estes (2008) gap
analysis framework as an analytical lens to explore the knowledge, motivation, and
organizational influences affecting faculty retention in a college located in the Philippines. The
questions prepared in the interview protocol were purposely designed to take into account the
college‘s specific contextual and cultural realities that may not necessarily be applicable to
10

another similar educational institution. Although the Clark and Estes (2008) gap analysis
framework is based on research, its core emphasis is on pursuing knowledge of unknown
information within an organization to help guide decision makers to develop appropriate
performance-improvement solutions (Clark & Estes, 2008). Therefore, this study‘s
instrumentation had a limited function of serving a specific and contextualized interest of
pursuing knowledge about itself in terms of knowledge, motivation, and organizational culture
and setting to help XYZ College move toward achieving it goals.
Definition of Terms
Several key words and terms were used in this study; for clarity purposes, the following
key terms specifically used in this study were operationally defined using the following
descriptions based on specific literature sources.
Knowledge and skills refer to individuals‘ held capacities in knowing and doing relative
to job performance expectations (Clark & Estes, 2008).
Motivation refers to individuals‘ held psychological beliefs that influence their manner of
sustaining work goal pursuits (Clark & Estes, 2008).
Organizational barriers refer to internal policies or practices that deter individuals from
becoming more effective on the job (Clark & Estes, 2008).
Organizational change initiative refers to a plan of action that organizational members
undertake to help achieve a desired future organizational state (Cummings & Worley, 2016).
Teacher retention refers to the school‘s ability to keep its teachers or faculty members
who continue on to teach its students year over year (Cochran-Smith, 2004).
11

Teacher retention rate refers to the number of teachers or faculty members who continue
teaching students in the current academic year and come directly from the preceding school year,
as expressed in percentage terms (Cochran-Smith, 2004).
Organization of the Study
This study was organized in a manner that followed a traditional five-chapter dissertation.
Chapter One introduced the problem of practice, the context and background of the problem, the
organizational context and mission, the organizational goals, the description of stakeholder
groups, the stakeholder group of focus, the purpose of the project and research questions, the
importance of the study as a means of evaluation, the overview of the theoretical framework and
methodology, and the key definitions. The second chapter presents a review of existing literature
that delves into: (a) teacher retention and its relationship to national goals, school performance,
and student learning; (b) teacher retention challenges, including teacher shortage, teacher
migration, and teacher attrition; (c) teacher retention approaches from the lens of learning,
motivation, diversity, equity, inclusion, and accountability; (d) the Clark and Estes (2008) gap
analysis framework; (e) the conceptual framework; and (f) a conclusion of the literature review.
Chapter Three offers the methodology for answering the three research questions in this study, a
discussion of the research design and setting, my positionality as researcher, and the manner of
how data were collected and analyzed in a credible, trustworthy, and ethical manner. In Chapter
Four, findings of the study based on the order and sequence of the research questions are
presented. Lastly, the final chapter presents a discussion of the findings based on extant
literature, the implications for practice, future research recommendations, and the study‘s
conclusion.

12

Chapter Two: Review of the Literature
To understand better the problem of practice of low faculty retention at XYZ College, an
integrated review of Philippine-based, U.S.-based, and global literature pertaining to the key
concepts and constructs involved in this study is offered. This chapter covers the topic areas of
(a) teacher retention, (b) teacher retention challenges, (c) teacher retention approaches, and (d)
the Clark and Estes (2008) gap analysis framework. The conceptual framework for this study and
a conclusion is included at the end of this chapter.
Teacher Retention
Faculty retention, as a problem of practice, is a complex issue that concerns multiple
stakeholders within and outside formal education settings. Teacher or faculty retention is defined
as an educational institution‘s ability to keep its teachers or faculty members who continue on to
teach the school‘s students year over year (Cochran-Smith, 2004). Teacher retention is a
complex problem and despite appearing to possess a simple trait to describe an organizational
performance attribute sought by education leaders (Ovenden-Hope & Passy, 2020), research
asserts due to an absence of either a well-grounded or widely accepted theory to guide education
leaders in the creation of sound teacher retention programs. Organizational leaders typically
resolve teacher retention issues in their schools through intensified recruitment efforts (Williams
& Kritsonis, 2007). The eschewed practice of looking for new faculty to replace lost teachers has
been described as not only unsustainable and financially costly for schools (Sorensen & Ladd,
2020), but also reduces value to the teaching profession, requiring well-informed and research-
based decisions from school leaders and authorities (La Velle & Kendall, 2020). Further,
choosing recruitment over retention as a primary solution to achieve the required faculty base
only perpetuates the problem, because simply looking for new teachers minimizes or dismisses
13

the need to inquire and take action on why teachers leave their schools (Newton et al., 2014).
One way to highlight the importance of seeking a path toward sustainable solutions was to
examine the unique nature of teacher retention and to explore its relationships to student
learning, school performance, and national goals.
Teacher Retention and Student Learning
Scholars have posited that teacher retention has direct effects on student learning and
achievement (Adnot et al., 2017; Ingersoll, 2001; Springer et al., 2016). On the one hand, schools
that feature strong faculty membership possess a unique credential in terms of accumulated
knowledge and experience through years of instructional practice improvements (Chetty et al.,
2014; Clotfelter et al., 2010). In addition, researchers have found schools with a focused and
continuing attention to pursuing deliberate efforts to reduce teacher turnover and attrition in their
schools not only saw a reduction in financial costs associated with teacher replacement and
training, but also yielded significant gains in terms of quality of instruction received by learners
and non-assessment scores outside of classroom performance from its students (Hanushek et al.,
2016; Jackson, 2018). Conversely, schools that consistently churn new teachers yearly in their
schools appear to provide low teaching quality, resulting in poor student achievement outcomes
(Atteberry et al., 2017; Ronfeldt et al., 2013). Ladd and Sorensen (2017) posited poor student
performance in schools is caused by the inability of school administration to effectively retain
good teachers who possess the needed expertise to ensure the standards of high-quality
instruction are upheld.
Along similar lines, Harris and Sass (2011) proposed the idea that attaining high levels of
student achievement requires maintaining a consistent level of high-quality teachers and high-
quality teaching performances. Kalogrides and Loeb‘s (2013) findings supported this idea by
14

offering two possible attributions for achievement gaps with respect to teacher characteristics
between high-performing and low-performing schools: teacher stability and experienced
teachers. Although teacher stability refers to a teacher continuing on for at least 3 years in the
same program level in the same school (Starling, 2009), experienced teachers are teachers who
have been retained at the same school for more than 3 years (Starling, 2009). Together, these
concepts run parallel to the main goal of achieving high teacher retention: keeping teachers in the
school to continue on year over year as a way of achieving long-term student outcomes
(Cochran-Smith, 2004). This goal highlights the important role of faculty retention in relation to
student learning; literature has shown that student academic performances are poor without the
presence of adequate, experienced, and qualified teachers, especially in high-poverty, high-
minority, or hard-to-staff areas (See et al., 2020; Springer et al., 2016). Student learning is high
when teacher attrition and turnover is low regardless of minor differences in school physical
environments (Darling-Hammond et al., 2017).
Although researchers have presented evidence that addressing teacher retention leads to
positive student learning outcomes, improving teacher retention must contribute to higher
organizational goals beyond the classroom level. Educational change leaders must inquire on
how improving teacher retention could reshape current school goals and outcomes from an
organizational performance perspective.
Teacher Retention and School Performance
High-performing school systems around the world spend a significant amount of effort
and organizational funding to ensure the retention of their faculty as ways of achieving and
sustaining their successes (Organisation for Economic Co-Operation & Development, 2018).
Whereas school performance is defined as about achieving the educational goals and outcomes
15

from a learning perspective, definitions for school performance vary depending on school
context and how educational organizations assess and evaluate student, teacher, staff, and other
school abilities (Lamas, 2015). A meta-analysis of school effectiveness research in the past 20
years indicated teaching quality and school climate possess the highest effect sizes for achieving
school performance outcomes in terms of student academic achievement and skill-based
proficiency (Scheerens et al., 2013). This research complemented the proposition that although
high-quality classroom instruction emanates from effective teachers (Sanders & Horn, 1998),
school climate is primarily shaped by the collective contributions of all members of the school
(Fullan, 2002). Together, these factors affect the short-, medium-, and long-term school
performance goals through the manner of how faculty play crucial roles in achieving high
educational performance outcomes by (a) continuously attending to their learners and (b) using
their strong presence to champion student learning on a daily basis (Leithwood & Azah, 2016;
Leithwood & McCullough, 2016).
Educational leaders of high-performing school organizations attribute school
effectiveness and the attainment of their school‘s student learning goals with faculty and school
personnel fully committed to pursuing the school‘s educational outcomes (Leithwood et al.,
2019). According to Anonymous (2008), education leaders from 25 of the world‘s highest
performing school systems subscribe to a trail of thought for achieving excellent learning
outcomes: (a) a school‘s performance can never outperform the performance of its teachers; (b)
to achieve greater outcomes is to focus on instructional improvement; and (c) consistently
achieving high levels of school outcomes requires sustaining all the educational resources a
school has to deliver high-quality instruction. In view of the third principle, Schuls and Flores
(2020) appeared to concur; the researchers asserted that in view of retaining organizational
16

resources in schools, teacher retention is not simply a byproduct of repeated school cycles, but is
a result of intentional leadership efforts to preserve teacher talent in their schools. Education
leaders who seek school improvement initiatives to yield greater educational outcomes for
students must start with investing school resources to keep its faculty and other knowledge
workers (Hajisoteriou et al., 2018).
From an organizational change perspective, leaders seeking developmental improvements
in their organizations are both purposeful and strategic about achieving higher goals through the
interventions they select (Brijball Parumasur, 2012; Hallinger & Heck, 1998; Yukl, 2002).
Because seeking improvement in teacher retention is considered an organizational approach to
school reform for better educational outcomes (Loeb et al., 2012; Schuls & Flores, 2020), school
leaders are better able to close gaps in learning at the classroom level through improved practice
in terms of recruitment, development, and retention of effective teachers (Pont et al., 2008). Not
only does this approach necessitate that education leaders focus their efforts to improve the
effectiveness of their teachers across their life stages—along with other supporting factors
associated with the direct instruction of learners (Gavora, 2010)—but also that school leaders
introduce new workplace behaviors that support building a school environment and culture that
champions sustainable growth, learning, and achievement for all students and teachers (Powers
et al., 2016).
Though it appears that school systems seek to undertake efforts that lead to purposeful
attainment of set organizational goals, improving school performance by way of greater teacher
retention has to fulfill a higher purpose that transcends school boundaries. A way to appreciate
this purpose is to examine how teacher retention affects the attainment of a country‘s national
developmental goals and interests.
17

Teacher Retention and a Country’s National Goals
Faculty and schools directly help a country achieve national growth and prosperity by
equalizing social disparities brought about by the myriad lived experiences young learners face
(Cobbold, 2015; Murnane, 2007). According to the United Nations Educational, Scientific and
Cultural Organization (2016), the 2030 sustainable development goals call upon educational and
school leaders from around the world to safeguard global teacher supply, most especially in
developing countries, .to ensure that learners from high-poverty environments receive the
knowledge and skills necessary for their country‘s progress toward development. The direct
interactions that teachers and school leaders have with learners place teachers and schools at the
forefront of bringing about direct change in society through its citizens having literacy,
numeracy, and 21st-century learning skills (Ismail et al., 2018; Taylor & Musgrove, 2012).
Although educational scholars have placed faculty as directly responsible for the
intellectual development of learners in preparation for joining the workforce (Martensson, 2020),
school leaders are primarily responsible for meeting the institutional learning outcomes needed
to meet on-the-job qualifications through sustained instructional and curricular improvements
that align with workplace competency requirements (Sondergaard, 2011). The inability of school
leadership to provide and sustain teachers with complete functional competencies relative to the
evolving occupational knowledge and skill set requirements post-schooling may result in job-
seeking difficulty, job qualification mismatch, or total unemployment for learners (Di Stasio,
2017; Mavromaras et al., 2013; Noor et al., 2018; Pholphirul, 2017). Because education is
considered a public good, school leaders are accountable for the resulting misalignments or gaps
in educational outcomes and the negative socioeconomic consequences due to poor school
performance and leadership received by learners (Puckett et al., 2020).
18

Developing countries often heavily rely on the exports of knowledge workers and skilled
labor, such as the Philippines; educational institutions in the Philippines have to comply with a
set of criterion-based professional requirements for global industry workers to sustain the
country‘s competitive advantage over other labor-exporting countries (De Jesus, 2014). These
societal pressures demonstrate the high level of expectations and responsibilities school leaders
and teachers have in relation to helping achieve the socioeconomic goals and pursuits of a
country. Researchers have not only suggested inadequate teachers directly result in poor
education received by learners (Appleton et al., 2006; McMahon, 2013), but have also attributed
this insufficiency as a major hindrance to nations, including the Philippines, to seek economic
growth and development (Ashiedu & Scott-Ladd, 2012; David et al., 2019). School leaders can
help make substantial contributions to the country‘s national goal attainment through the
adoption of evidence-based school reform programs focused on achieving high faculty retention
in schools (Dee & Goldhaber, 2017; Dupriez et al., 2016; Woods & Weasmer, 2002).
Though it appears that the problem of practice concerning teacher retention is not new, it
remains an issue common to stakeholders pursuing goals in student learning, organizational
performance, and national development. A way of further understanding the dynamics involved
in the complexity of teacher retention to develop contextualized solutions in an organization is to
explore the current internal and external organizational challenges specifically being faced by
educational institutions.
Teacher Retention Challenges
Facilitating organizational change requires the examination of context-specific factors
that contribute to a problem of practice. Literature has identified both internal and external
19

influences that drive teacher retention efforts. This section discusses three of these issues as
viewed in the Philippine setting: teacher shortage, teacher migration, and teacher attrition.
Teacher Shortage
Teacher shortage is defined as a labor supply issue that prohibits the complete staffing of
qualification-based teaching positions (Sutcher et al., 2016). Teacher shortages also reflect an
organizational situation where there are not enough teachers to attend to the number of students,
partly as an outcome of ineffective retention programs that have failed to address perceived
disparities within school systems (Cobbold, 2015; Dupriez et al., 2016; Dwinal, 2015). Studies
have shown schools experiencing a shortage of teachers in both urban and rural areas have to
staff classrooms with novice, contract-based, or uncertified teachers; this structure results in
inferior quality teaching and instruction for learners (Bourdon et al., 2010; Howard, 2003; Jacob,
2007; Lonsdale & Ingvarson, 2003).
Despite appearing to be an internal organizational issue, literature has further described
how teacher shortage has the capacity to disrupt teaching and learning processes across social
systems within the educational landscape. At the school level, a teacher shortage is described as
a situation that causes a lack of permanent teachers, a proliferation of substitute teachers, and the
enlargement of class sizes (Howard, 2003). At the regional or district level, teacher shortage is
attributed to the incapability of schools to negotiate with teachers within close school proximity
using compensation terms based on local wage rates (Djonko-Moore, 2016; Sutcher et al., 2016).
At the national level, the teacher shortage has become a political issue costing governments
billions of dollars on international teacher replacement and recruitment drives, which exacerbate
teacher shortages in other educational systems worldwide (American Federation of Teachers,
2009; De Villiers, 2017; Organisation for Economic Co-Operation & Development, 2005).
20

Lastly, at a global level, the teacher shortage has been described by international leaders in
education as a threat to achieving the 69 million teachers needed to reach the 2030 educational
and developmental goals (United Nations Educational, Scientific, & Cultural Organization,
2016). Despite the supply based nature of teacher shortage, scholars have remained in agreement
that aside from teacher-related and school-related factors, environmental aspects are also
considerations for understanding low teacher retention in schools (Ingersoll, 2001; Ingersoll et
al., 2019; Kraft et al., 2016).
Teacher Migration
Teacher migration is a social phenomenon where teachers move from one school to
another domestically or internationally due to personal decisions (Appleton et al., 2006;
Hernando-Malipot, 2018; Voigt-Graf et al., 2007). From a Philippine perspective, these personal
decisions are both driven by aggressive international recruitment efforts by schools from
developed nations as a response to addressing their own teacher shortages (American Federation
of Teachers, 2009; Ashiedu & Scott-Ladd, 2012; B. Brown, 2008), and a country‘s lack of policy
and political will to safeguard their teacher resources (Cowan et al., 2016; Nhavoto et al., 2010;
Organisation for Economic Co-Operation & Development, 2005). In the Philippine context,
teacher migration has been considered an accepted norm due to a culture of dependency for
outward employment, as the Philippine economy is built upon the export of skilled labor
(Cabegin, 2013). The government‘s response to local issues concerning the employment needs of
workers since 1973 has involved the state-led facilitation of international deployment of its labor
force (Solomon, 2009). This manner of government response has reflected a clear absence policy
and political will to preserve Filipino professionals—including its teachers, despite the 31,400
needed teachers for 2019 (Diaz, 2019), the quadrupling rates of annual teacher attrition in the
21

Philippines as of 2017 (United Nations Educational, Scientific, & Cultural Organization, n.d.), or
the projected 126,900 teachers due to retire in the coming decades (Agarao-Fernandez & De
Guzman, 2005). Still, educational and economic leaders in Philippine government have only
recently begun to recognize the need to address the outflow of teachers and other professionals
leaving the country by updating domestic policies on salary, improving working conditions, and
strengthening local industries through the creation of laws and programs that further protect
workers‘ rights (Angara, 2019; Chua et al., 2013; Hernando-Malipot, 2018; Mateo, 2018).
Despite teacher migration as an influencing factor that drives the need to retain teacher talent in
schools and in the country, it was likewise important to examine the problem of practice from a
teacher‘s perspective through exploring literature on teacher attrition.
Teacher Attrition
From a school perspective, teachers who leave their schools or the teaching profession
entirely are both referred considered teacher attrition (Ingersoll, 2011). Teacher attrition is a
complex, school-based problem in which research is highly specialized and based on speculative
arguments (Den Brok et al., 2017). However, education scholars have posited many perspectives
to understand this phenomenon using personal characteristics of teachers and demographic
variables, such as age and sex (Ingersoll & May, 2012). Researchers have also used
psychographic variables such as teacher beliefs, self-perceptions, personal convictions, and tastes
or preferences (Ozturk Akar, 2012; Reininger, 2012) as main drivers influencing teachers‘
decisions to quit or leave the profession. A commonly cited angle made by authors apart from
these demographic and psychographic considerations has referenced teachers‘ lived experiences
in schools and their working conditions. Working conditions are the organizational aspects at
play within the social systems of work settings such as cultures, policies, and norms that
22

influence individuals‘ motivations to continue on or to persist at what they do (Clark & Estes,
2008). In the Philippines, for example, compensation in public or private schools is low and
comparable to minimum wage earners (Philippine Statistics Authority, 2022). The average
working conditions for teachers in the Philippines include class sizes of 45–50 students, on top of
overloaded teaching and nonteaching assignments considered as the norm (David et al., 2019;
Tancinco, 2016), some of which have driven teachers to suicide (Esguerra, 2018). These work
experiences align with Philippine tracer studies of Filipino teachers working abroad that
specifically identified these factors as compelling reasons for their departure from the Philippine
teaching profession (Balgoa, 2019; Lowe et al., 2016; Tsang & Lowe, 2018).
Studies on teacher attrition have not only cited working conditions, but have also
emphasized the kind of working relationships practiced in schools as driving teachers to leave
(Buchanan et al., 2013). Among these relationships are working in isolation, withstanding
unprofessional behavior from colleagues or superiors, and attempting to meet unrealistic work
expectations given by school management (Buchanan et al., 2013; Lindqvist et al., 2014). These
descriptions matched with the meta-analysis conducted by Madigan and Kim (2021), who
posited teachers who quit are often viewed as burned out and dissatisfied in their school
environments due to a lack of organizational support, interpersonal conflict, depersonalization,
and reduced freedoms to carry out their work and teach independently. Moreover, these findings
have suggested understanding teacher attrition requires a consideration of how social
relationships in schools can be restructured not only as a matter of improving teacher retention,
but also toward improving the personal, emotional, social, health, and general well-being of its
teachers (Kelchtermans, 2017; Raab, 2018).
23

Although literature on the challenges to improving teacher retention has appeared to
suggest a confounding system of multiple complex problems, change leaders can consult what
other change leaders have done to confront problematic situations in effectively retaining people.
A way forward is to examine how leadership studies and organizational performance scholars
have offered insights on low teacher and employee retention.
Effective Teacher Retention Strategies
Literature has presented effective strategies practiced by leaders in high-performing
learning institutions and noneducational organizations as ways of retaining faculty and employee
talent. This section explores some of these themes that include learning, motivation, diversity,
equity, inclusion, and accountability.
Learning
The continuous pursuit for school greater effectiveness has facilitated school
improvement efforts to focus on change and learning (Kondakci & Beycioglu, 2014). Learning is
all about changing and improving one‘s way of thinking, feeling, and behaving (P. Alexander et
al., 2009). High-performing organizations view learning not only as an enabler toward
performance improvement, but also as a means of sustaining organizational competitiveness and
adaptability (Sackmann et al., 2009). School leaders seeking transformational change in their
school performance focus their leadership attention to developing the abilities of their
administrators and teachers through education and training (Boone, 2015). Schein (2017)
described this focus as one of the essential components of building organizational strengths
through a culture of learning. As a social process, learning can be constructed by the members of
an organization to examine current practices for developing a better organizational identity and
stronger community through participating and engaging in dialogue (Searle, 2017). Confronting
24

perceived realities by way of conversing and discussing future visions of change create a positive
tension that sets the stage for stimulating performance improvement efforts (Senge, 1990).
Because individuals have a desire to become more effective at what they do (Clark &
Estes, 2008), performance-driven organizations that address this aspiration through professional
development initiatives not only to build organizational capacity, but also influence employee
retention (Govaerts et al., 2011; Kyndt, 2009; Pahurkar, 2019). Steil et al. (2020) discovered
workers‘ perceptions of high-learning opportunities supported by their companies correlated
positively with employee intentions of staying with the organization (Steil et al., 2020). This
finding suggested not only can continued organizational sponsorships to support learning and
development opportunities result in increased employee retention, but these efforts can also
function to solicit greater commitment from its organizational members (Newton et al., 2014).
Therefore, ways to achieve transformative change in organizational performance and school
effectiveness can occur through leadership behaviors that (a) foster an organizational culture of
learning, (b) provide agile learning experiences readily available for its people, and (c) establish
professional learning communities within an organization (Bush, 2018; Gravett & Caldwell,
2016; Pahurkar et al., 2019; B. Schneider et al., 1996).
Motivation
Motivation is an internal and psychological process undertaken by individuals in their
everyday decision making (Tracy, 2013). In the context of work environments, employee
motivation is an important factor in achieving high organizational performance (Clark & Estes,
2008; Sandhya & Kumar, 2011). Studies have shown varying approaches to effective teacher
retention from both intrinsic and extrinsic motivational pursuits, but these findings have
remained inconclusive for generalizing effective teacher retention across schools (Kariuki,
25

2020). Teachers are generally believed to pursue intrinsic rather than extrinsic rewards as their
primary motive for joining the teaching profession (Allen & Sims, 2018). This belief supports
the idea that motivation is a mediating factor to both monetary and nonmonetary considerations
in teacher recruitment and retention in schools (Mata et al., 2021). Although teaching is regarded
as a stressful profession requiring high levels of mental work (Allen & Sims, 2018), motivations
for continuing on with teaching as demanding profession are socially influenced by the views of
others within or outside the school system and the direct employment practices of schools that
could either strengthen or erode teacher self-perceptions of themselves and in their views of
work (P. Alexander et al., 2020).
Despite compensation and benefits that remain relevant considerations for persisting in
the profession, building individual teacher identity through their philosophical beliefs appears to
significantly influence preservice and in-service teachers to remain dedicated to teaching (Wang
& Zhang, 2021). As such, sustainable teacher retention requires deep understanding and
appreciation of teacher psychology (Shikalepo, 2019). Educators can provide this appreciation
by periodically reinforcing a teacher‘s love for the teaching profession (Mielke, 2019) through
personalized mentoring arrangements, induction programs for young teachers, frequent check-ins
from senior teachers to other co-teachers in the school (Johnson, 2011), and open communication
and frequent feedback given within and among the members of the school system (Sandhya &
Kumar, 2011).
Diversity
Diversity refers to the presence of different characteristics of individuals within a group
(Bogler, n.d.). Scholars have posited that diversity, or a lack thereof, is one of the major
contributing factors influencing voluntary employee turnover (McKay et al., 2007). This
26

proposition aligned with the findings of Gist and Hughes (2018), who observed that school
organizations that were predominantly white had high employee turnover from teachers of color.
Though school leaders have started to address gaps in teacher effectiveness and retention through
diversity training and policy reform initiatives in their schools (Brantlinger et al., 2020), the link
to employee retention lies within the quality of organizational climate perceived and shaped by
the members of the organization themselves as a response to diversity efforts (Kaplan et al.,
2011). Although many organizations have embraced diversity as an organizational core value
and have reported high organizational performance and high employee retention (Thompson,
2021), scholars have noted workplace diversity can only result in better employee retention and
engagement when paired with genuine inclusivity by everyone in the organization (Sherbin &
Rashid, 2017). Otherwise, negative sentiments in schools may occur due to some teachers being
associated with tokenism, or being merely recruited for symbolic purposes to achieve workplace
diversity (C. A. Brown, 2019). Education leaders must champion diversity in their schools by
exercising multicultural and pluralistic leadership behaviors in reshaping school culture (Esmail
et al., 2017; Kezar, 2000).
Equity
Equity requires providing equal opportunities for everyone when the playing field is not
even (Bogler, n.d.; Bopiah, 2021). Organizational equity is a hallmark of performance excellence
in socially just organizations (Betancourt, 2020). School leaders seeking to develop a culture of
trust and proactive membership to support high performance outcomes champion equity by
seeking transformational change on current organizational policies and the manner of how power
is distributed within the school system to uphold fairness to all (Ainscow, 2012). Leaders can
initiate change in performances through equity by raising awareness of how power imbalances
27

within an organizational culture deter individuals from flourishing and by reforming policies to
serve as avenues for marginalized groups to use their talents for greater organizational
effectiveness (Bopiah, 2021). These approaches align with the concept of employee equity, or an
intentional pursuit to create and retain organizational value and human resources by viewing
employees as valued partners (Cardy et al., 2017).
However, without practicing equity in pay, efforts to reduce employee turnover become
futile (Thomas, 2013). Studies on teacher attrition have frequently cited unfair compensation as a
reason for teachers leaving their schools (Ingersoll, 2001; Ingersoll et al., 2019); conversely,
organizations that have fostered an equitable organizational culture built upon the fair treatment
of all workers not only have seen reductions in the problem areas of employee turnover, but also
have achieved better gains in teamwork, productivity, retention and profitability (Trevor, 2013).
School staff members and leaders can play a significant role in building an equitable school
environment by exercising congruent behaviors on how they treat students, teachers, and other
members of the school fairly and equitably (Debnam et al., 2021; Tillman & Scheurich, 2013).
Inclusion
Inclusivity in organizations is about valuing each individual as an important part of a
whole (Bogler, n.d.). Effective leadership in organizations seeks to foster better relationships
among all organizational participants as a means of achieving higher goals through greater
accommodation and inclusive workplace environments (Ahmed, 2007; Sherbin & Rashid, 2017).
On the one hand, organizations that champion inclusivity not only wield greater organizational
strength, performance, and innovative outputs, but can also successfully navigate uncertain
periods in an organization‘s life and global crisis situations (Kuknor & Bhattacharya, 2021; Lei
et al., 2021). On the other hand, high-performing schools that focus their improvement efforts on
28

becoming more inclusive not only yield greater school performance, but also higher life
satisfaction scores among teachers and learners (Rathmann et al., 2018). Scholars have
concluded inclusivity lies within the perceived feeling of belongingness of a person, which can
then either drive them to stay or leave a group (Walton & Brady, 2017). In effectively retaining
employees within an organization, focusing on building an inclusive work culture is regarded as
a key that leads to reducing employee attrition and turnover and increasing employee interest,
satisfaction, motivation, commitment, and engagement (K. Brown, 2018; Pathak & Srivastava,
2020; Walton & Brady, 2017). Organizations that seek to promote inclusivity as an
organizational value turn to interventions that promote social belongingness, such as in-group
recognition, representation, tolerance and empathy, affirmation of self and personal values, and
strengthened communication within organizational members (Elliot et al., 2017).
Accountability
High-performing schools and organizations feature the presence of strong accountability
systems in place (Rutledge et al., 2015; Simons, 2005). Accountability involves setting
ambiguous and unequivocal, complex and varying, ontological belief systems held by
individuals that govern human relationships into formal order (Dubnick, 2014). Championing
accountability as a means of achieving organizational change in performance is enacted through
the clarifying roles, expectations, duties, and responsibilities for individuals to formalize the
manner of how one ought to conduct themselves in relation to others (Bovens & Schillemans,
2014). Accountability also requires employees to take personal responsibility for the resulting
outcomes and consequences (Flinders, 2014). Promoting accountability in organizations,
including school settings, is achieved through continuously assessing and evaluating
performance (Jibai & Hammoud, 2020), correcting personal and collective behaviors through a
29

modification of action (Stecher, 2010; Stecher et al., 2004), and sustaining personal and
professional improvement through self-regulated learning (Darling-Hammond & Adamson,
2014). However, scholars have noted implementing accountability in schools should always
involve a fair assessment and evaluation of performance to avoid demotivation among
organizational members and social loafing (Clark & Estes, 2008; Perryman & Calvert, 2020).
When accountability is championed in schools, the resulting outcomes have showcased improved
instructional and student achievement (Clotfelter et al., 2010), greater commitment (Simons,
2005), and decreased teacher turnover (Boyd et al., 2008).
Effective performance assessment and evaluation methods in workplace settings take into
account multiple views that include organizational needs, goals, and capacity in fostering an
organizational culture of learning and continuous improvement (Foshay, 2010). For Clark and
Estes (2008), a credible assessment and evaluation system that seeks accountability between
organizational efforts to close performance gaps and the resulting outcomes is characterized by a
consideration of multilevel perspectives. According to Megan et al., (2016), an example of this
system is the 2016 new world Kirkpatrick model (TNWKM). TNWKM is a four-level training
design and evaluation framework that seeks to map out goal statements, monitor implementation,
and develop a preoutlined assessment and evaluation of the resulting changes in knowledge and
skills, attitudes, and behaviors as mutually agreed upon negotiated expectations (Kirkpatrick &
Kirkpatrick, 2010, 2016). TNWKM has also been described as a form of inclusive inquiry that
seeks to give credit to nonsequential, noncausal factors between and among organizational
stakeholders to recognize and give credit to those who may have helped support the achievement
of favorable outcomes in the organization (Moreau, 2017). Because of these characteristics, the
TNWKM offers a comprehensive map of accountability that promotes stakeholder ownership of
30

performance outcomes across all phases of the change process (Kirkpatrick & Kirkpatrick,
2016).
A distinguishing feature of TNWKM model is the embedded concept of return of
expectations (ROE). ROE differs from the traditional financial value pursuit for one‘s return on
investment (ROI) because ROE focuses on collaboration among stakeholders as a partnership to
codefine the importance of training as a direct contributor for organizational success, and whose
drive is to look for cost-effective solutions to create a shared story of value (Kirkpatrick &
Kirkpatrick, 2010). ROE, therefore, becomes the central driver for success in organizations
because it seeks to provide specific answers for the following questions framed at each level of
outcomes. Table 2 presents these levels and the corresponding questions sought. The questions in
Table 2 not only demonstrate how accountability is shared and enforced among the
organizational stakeholders, participants, and trainers, but also establish how TNWKM helps to
achieve the aspirational goals of an organization relative to its goals (Kirkpatrick & Kirkpatrick,
2016).

Table 2
TNWKM Levels and Corresponding Questions
Level Question
Results As a result of learning, to what extent did the targeted outcomes occur?
Behavior To what extent have the participants applied on the job what they have learned?
Learning To what extent have the participants acquired the intended knowledge, skills, and
attitudes during the learning sessions?
Reaction To what extent have the participants responded favorably to the learning sessions?

Note. From Kirkpatrick’s four levels of training evaluation (p. 10), by J. D. Kirkpatrick & W. K.
Kirkpatrick, 2016, Association for Talent Development.
31

Although organizational change leaders can turn to research to guide their decision
making, established theories of change can help facilitate school improvement goals. A theory of
change refers to a presentation of a rationalized initiative and how it can work toward a desired
outcome (De Silva et al., 2014; Tuck & Yang, 2014). An example of a theory of change that
governed this study was the Clark and Estes (2008) gap analysis framework.
The Clark and Estes (2008) Gap Analysis Framework
According to Clark and Estes (2008), interventions that aim to improve organizational
performance oftentimes fail due to a lack of understanding of the root causes of the performance
problems, a lack of support from organizational members, or actions taken that are incongruent
with organizational goals. Kezar (2001) posited organizations can change problematic situations
by reframing issues and socially constructing realities through sensemaking. Sensemaking in
organizations facilitate change through the shifting of mindsets of ignorance to learning (Kezar,
2001). Together, these tenets suggest examining what is regarded as known and unknown in an
organization can be the starting points for improving performance (Clark & Estes, 2008).
The Clark and Estes (2008) gap analysis framework seeks to offer an approach to
performance improvement by focusing on the capacities of knowledge workers in terms of
knowledge and motivation as a source of organizational capital, and institutional support through
organizational policy, processes, and material and nonmaterial resources (Clark & Estes, 2008).
Starting with identifying business and performance goals, the framework attempts to diagnose
performance gaps through a focused attention on existing knowledge and skills, motivation, and
organizational influences that may hinder current organizational performance (Clark & Estes,
2008). The framework then proceeds with analyzing these gaps through individual or group
inquiry using surveys, interviews, or focus group discussions to help propose solutions or
32

interventions for implementation that will be assessed later on and evaluated based on the
resulting outcomes (Clark & Estes, 2008). As a process model, the phases of (a) identifying
goals, (b) determining gaps, (c) analyzing gaps, (d) developing and implementing solutions, and
(e) evaluating results are cyclical in nature and attempt to seek continuous performance
improvement by revisiting three major areas: people‘s knowledge and skills, their motivations,
and organizational barriers (Clark & Estes, 2008). Altogether, these components are not only
regarded as the ―active ingredients‖ found to directly improve performance, but also as the ―big
three‖ causes of performance gaps (Clark & Estes, 2008). Examining these three concepts in
literature can help provide better understanding in the applied context of low faculty retention in
an educational institution.
Knowledge and Skills
Knowledge and skills pertain to what people know and how to appropriately use the
knowledge in specific situations (Clark & Estes, 2008). Knowledge and skill types can be
classified in four types: factual, conceptual, procedural, and metacognitive (Krathwohl, 2002).
Factual knowledge refers to held information about specific unitary characteristics within a
domain (Tapia, 2018). Conceptual knowledge is held factual knowledge organized in relation to
a larger structure of information (Tapia, 2018). Procedural knowledge is factual, and conceptual
knowledge applied in a sequential manner of action (Tapia, 2018). Metacognitive knowledge,
also known as the highest form of knowledge, refers to one‘s capacity to develop strategies for
approaching cognitive tasks (Krathwohl, 2002; Tapia, 2018). Awareness of these knowledge
types is essential to understanding how cognitive tasks relate to individual performance
outcomes (Hermayawati, 2020). Though factual and procedural knowledge in organizations are
the respective mutually agreed definitions and the ordered sequencing of activities in going about
33

work (Nordqvist & Frishammar, 2019), conceptual and metacognitive knowledge for individuals
explain how known facts relate to a larger body of information, and how one is self-aware about
their manner of thinking as they goes about tasks (Anderson et al., 2001). Whereas all types of
knowledge are necessary for achieving optimum individual performance on the job (Nordqvist &
Frishammar, 2019), researchers have suggested metacognition is the knowledge type most
critical to achieving high organizational performance (Choo et al., 2018).
Achieving effective employee retention needs to involve research on the acquisition, and
demonstration, and practice of new knowledge within an organizational context to better
understand current performance (Papa et al., 2020; Thite & Russel, 2010). One solution is to
activate prior knowledge to determine gaps in understanding (Ambrose et al., 2010) and to
socially construct new meaning based on currently held knowledge (Kezar, 2001). A research
initiative that inquires on current factual, conceptual, and metacognitive knowledge held by
Human Capital and Resources Department (HCRD) members can serve as a means of helping
achieve the organizational goal of 98% faculty retention rate by 2026. The assumed knowledge
influences and their corresponding knowledge types for HCRD are presented in Table 3.

Table 3
Assumed Knowledge Influences on Faculty Retention
Knowledge influences Type
HCRD members need to know what faculty retention is and why it matters
for the college.
Factual
HCRD members need to know how faculty retention relates to
accomplishing the mission and vision of the college.
Conceptual
HCRD members need to be reflective on their collective performance on
improving faculty retention in the college.
Metacognitive

34

Motivation
Motivation refers to people choosing, persisting, and exerting mental efforts toward
achieving a goal (Clark & Estes, 2008). Rueda (2011) concluded one‘s motivation is influenced
by a confluence of cognitive, affective, and sociocultural factors. This finding aligned with Clark
and Estes‘s (2008) assertion that personal beliefs, attitudes, and values play key roles in
sustaining one‘s pursuit of work tasks. Researchers have cited emotions and interest as two
major factors influencing one‘s motivations for performing (Ambrose et al., 2010; Harackiewicz
& Knogler, 2017; Zimmerman et al., 2017). Pekrun (2017) asserted achievement emotions, such
personal feelings of confidence or hopelessness, determine activity engagement. These emotions
are known as positive activating emotions, or feelings of goodness that evoke hope, pride, and
anticipation. These mood or dispositional states directly influence the manner of how cognitive
processes are exerted by individuals in performance tasks assignments through the manner of
how attention, judgement, and decision making are exercised (Pekrun, 2017). Another
motivational approach to achieving high team performance in organizations is also attained by
building of individual and team confidence (Clark & Estes, 2008). The assumed motivation
influences and its corresponding motivation types for HCRD are presented in Table 4.

Table 4
Assumed Motivational Influences on Faculty Retention
Motivational influences Type
HCRD members need to feel confident in helping to improve faculty retention in
the college.
Confidence
HCRD members need to create new activities that support faculty retention in
the college.
Interest

35

Not only do team-building activities foster positive beliefs, optimism, and values for
individuals at work, but these activities also help develop a culture of trust and collaboration in
the organization (Clark & Estes, 2008). Lastly, Harackiewicz and Knogler (2017) asserted
interest could explain why people choose to engage with tasks or activities in the first place.
Interest is the cognitive and affective attention willingly given by a person toward an activity
perceived to possess novelty, variety, and meaning (Pintrich, 2003). Although researchers have
proposed innovative strategies for human resource practitioners to approach employee retention
(Jayathilake et al., 2021), potentially motivating employees can occur by trying out new
methods, experimenting with ideas, and exercising creativity in problem solving (Dyer et al.,
2011; Sawyer, 2012).
Altogether, these insights demonstrate the need for research aimed at examining
motivation from different perspectives within an organization. A research initiative that inquire
on current motivations in terms of confidence and interest held by the HCRD members can be a
means of helping to achieve the organizational goal of 98% faculty retention rate by 2026.
Organization
Another cause of performance gaps may lie deep within an organizational system (Clark
& Estes, 2008). Work processes, physical resources, and the manner of how people interact are
examples of what constitutes organizational culture (Clark & Estes, 2008). Culture, in the
context of an organization, requires taking into account the prevailing model and current setting
as ways to shift individual and collective mindsets and energies toward organizational change
(Kezar, 2001). Although the cultural model refers to the common understanding of how things
should work, the cultural setting refers to the places and spaces where people come together to
36

accomplish tasks (Gallimore & Goldenberg, 2001). Altering both these aspects function to
support new culture building that engenders performance improvement by introducing new
ideals, setting new expectations, and practicing new behaviors (Gallimore & Goldenberg, 2011).
A central theme present in transformational leadership studies is that leaders espouse
values to achieve lasting change in organizations (Northouse, 2019; Schein, 2017). Leaders and
managers seeking to address organizational dysfunctions or to improve organizational
performance turn to championing values to align followers toward a shared culture and vision
(Elmore, 2005; Lencioni, 2002; Northouse; 2019). Schein (2017) asserted leaders need to
redesign working arrangements, system processes and procedures, physical spaces, and
philosophical statements to achieve a desired future state, effectively introducing change in an
organization requires developing a new culture between and among organizational members
through improved ways and means (Lewis, 2019). New practices not only foster greater trust and
learning in organizations, but also eradicate organizational old cultures of silence and other team
dysfunctions (Alper et al., 2000; Lencioni, 2002; Lewis, 2019; Morrison & Milliken, 2000;
Senge, 1990; Stone & Heen, 2014; Zak, 2017).
These insights demonstrated the need for research aimed at examining current
organizational influences from a cultural perspective. A research initiative to study the
organization‘s prevailing cultural model and cultural settings to approach implementing new
practices and culture could help to achieve the organizational goal of 98% teacher retention rate
by 2026. The assumed organizational culture influences and its corresponding types for HCRD
are offered and presented in Table 5.

37

Table 5
Assumed Organizational Influences on Faculty Retention
Influences Type
XYZ College needs to value faculty retention. Cultural model
XYZ College needs resources and processes to support faculty
retention.
Cultural setting

Conceptual Framework
A conceptual framework demonstrating how the aforementioned concepts could be
integrated as an approach toward examining and addressing the problem of low faculty retention
helped introduce the prospect of how knowledge, motivation, and organization can comprise a
research study. Figure 1 presents the conceptual framework for this study. As illustrated, a
logical means of connecting the key concepts identified in literature provided visual imagery on
the topics‘ assumed relationships based on governing epistemological and ontological
worldviews taken from literature (Grant & Osanloo, 2014).

38

Figure 1
Conceptual Framework

As a framework showcasing a system of collaborating parts that guide the overall focus
of the research study (A. Schneider et al., 2017), I used three main components of the Clark and
Estes (2008) gap analysis framework to examine factors influencing current organizational
performance of low faculty retention. A comprehensive examination of each factor, knowledge,
motivation, and organizational theories, such as factual, conceptual, and metacognitive
knowledge types, confidence and interest, and cultural model and setting all lead to further
understanding and appreciation of how these relate to the problem of practice. At the heart of the
conceptual framework is a desire of achieving the organizational goal of 98% faculty retention
by 2026 through an exploration of influences that also serve as focal points for performance
improvement (Clark & Estes, 2008). Exploring these influences from the perspective of the
HCRD members could further help in the creation of specific and contextualized organizational
initiatives developed from within the college system for coming years. This form of iterative and
39

collaborative inquiry facilitates transformative change through organizational learning (Lewis,
2019); by exploring the underlying causes of performance problems, an organization can
subsequently transform through social learning and the pursuit of higher performance goals
(Clark & Estes, 2008; Lewis, 2019).
Conclusion
Literature has revealed that faculty retention is a complex problem influenced by a
confluence of factors of which education leaders should be aware. Although researchers have
offered many approaches to help achieve high employee, teacher, or faculty retention, the Clark
and Estes (2008) gap analysis framework appeared to offer a comprehensive and systematic
means of inquiry to understand, explore, and address gaps in organizational performance through
the lens of knowledge and skills, motivation, and organization. These insights in literature
encouraged a qualitative research approach using the Clark and Estes gap analysis framework to
explore a contextual problem of practice: low faculty retention at a Philippine college.

40

Chapter Three: Methodology
The purpose of this study was to explore the knowledge, motivation, and organizational
influences that have led to XYZ College‘s inability to achieve high faculty retention. The study
used perspective of eight Human Capital and Resources Department (HCRD) members using the
Clark and Estes (2008) gap analysis framework as an analytical lens to propose solutions for
reaching the college‘s 5-year goal of achieving 98% faculty retention by 2026. The following
research questions grounded this study:
1. What knowledge influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
2. What motivational influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
3. What organizational influences affect the ability of HCRD members of XYZ College
to improve faculty retention?
Table 6 provides a summary of the corresponding research method chosen to answer each of the
research questions in this study.

Table 6
Data Sources
Research questions Method
RQ1: What knowledge influences affect the ability of HCRD members of XYZ
College to improve faculty retention?
Interview
RQ2: What motivational influences affect the ability of HCRD members of XYZ
College to improve faculty retention?
Interview
RQ3: What organizational influences affect the ability of HCRD members of XYZ
College to improve faculty retention?
Interview

41

Overview of Design
The methodological design used in this study was qualitative in nature. Qualitative
research designs employ the use of data collection methods (e.g., interviewing) to gain deeper
understanding of current phenomena through inquiry on people‘s thoughts, feelings, and
emotions (Merriam & Tisdell, 2016). A qualitative approach to understanding human behavior
enables the construction of new meaning through the appreciation of the context and culture in
which the participants are situated (Creswell & Creswell, 2018). Because this study was focused
on examining the knowledge, motivation, and organizational influences that affect faculty
retention performance, as viewed and perceived by a specific group of people within the college
system, interviewing was the chosen method for answering all three research questions. The
rationale for this choice was to maximize the insights gained from participants who were
purposefully selected to help shed light on questions that could not otherwise be answered
through observation (Creswell & Creswell, 2018).
Research Setting, Sample, and Population
The research setting was within an organizational unit in XYZ College. The HCRD is a
functional unit within XYZ College, a private, nonprofit college in the Philippines specializing in
postsecondary education. At the time of this study, the HCRD was comprised of eight members
who are charged with the responsibility of ensuring that XYZ College‘s academic and
nonacademic staff requirements are met every academic year for its approximately 1,500
enrolled students. HCRD, as a chosen research setting, was found appropriate for answering the
research questions because of its identity as the primary unit within the subject organization that
possesses direct responsibility and leadership over the recruitment, retention, and development of
all human capital needs in the college. Hence, understanding the current organizational
42

performance and developing prospective solutions toward improving faculty retention started
with the direct participation and involvement of the key implementers within the college system.
To achieve full inclusion, I sought participation of all eight members of the HCRD.
The Researcher
Clarifying biases and exposing researcher positionality when conducting qualitative
research are not only important considerations to help to build credibility and trustworthiness for
this study, but also serve as means of shedding light to how this study‘s interpretation was
shaped or influenced by the researcher‘s own thinking process (Creswell & Creswell, 2018;
Merriam & Tisdell, 2016). I am part of management and leadership at XYZ College; therefore,
my positionality as an administrator attempting to interview my employees had an effect on how
I viewed and perceived these issues. Further, my assumptions as a young person may have
influenced discussions on faculty retention that favored younger faculty members rather than
senior faculty members in the organization. These two examples of personal orientations in view
of positionality, power, assumptions, biases, and identity posed implications on the research
data-gathering process and subsequently, the manner of data interpretation; for example,
participant hesitation may have occurred due to perceived threats, should I have conducted the
interview myself, which may then have resulted in either forced responses or eschewed answers
that may not necessarily reflect truthful information. The resulting data analysis would have then
been inaccurate and may have led to erroneous recommendations for the college.
To mitigate the effects of these issues, employment of the services of a proxy interviewer
in collecting data was necessary. Proxies are used by researchers as a way of going about
complex social situations that safeguard the welfare of research participants and as an effective
way of maintaining impartiality in the conduct of research (Cammett, 2013; Chiswell &
43

Wheeler, 2016). The proxy interviewer for this study held a doctoral degree in education from
the University of The Philippines, was an active faculty and researcher in the field of educational
leadership in the country, and possessed complete CITI certification required by the University
of Southern California.
Data Collection
Sourcing data in qualitative research is vital to understanding current phenomena and in
providing answers to researcher problems (Creswell & Creswell, 2018). All information
presented to answer the three research questions in this study were obtained through interviews.
Interviewing
Interviewing, as a research method, was the sole means used in this study to explore and
answer the three research questions. Interviewing is a data-gathering process used in qualitative
research that aims to engage research participants in conversation based on a specific research
question (Merriam & Tisdell, 2016). Interviewing is found to be one of the most effective means
of obtaining information that resides deep within a person‘s mind that could not be deduced
through any forms of observation (Merriam & Tisdell, 2016). Because this study‘s research
questions sought to elicit insights and views of the research participants in terms of their held
perceptions, opinions, values, and beliefs in relation to their personal and unit performances,
interviewing was regarded as the most appropriate means of gathering data (Creswell &
Creswell, 2018; Patton, 2002).
Participants
The participants of this study were comprised of all eight members of the HCRD. Each
member was previously a full-time faculty member possessing at least 10 years of teaching
experience in the college prior to receiving appointment to the HCRD (see Table 7).
44

Table 7
Interviewee Demographic Profile
Participant Role in HCRD Age Sex Years of
service
Educational
attainment
Field of
specialization
1 Head >40 F 24 Doctoral degree Education
2 Member >40 F 22 Doctoral degree Education
3 Member >40 F 23 Master‘s degree Education
4 Member >40 M 26 Master‘s degree Education
5 Member >40 M 24 Master‘s degree Education
6 Member >40 F 24 Master‘s degree Education
7 Member >40 F 14 Master‘s degree Education
8 Member <40 F 12 Master‘s degree Education

Table 7 presents the demographic profile of the interviewees. The complete participation
of all these members helped to draw a past–present picture of the knowledge and skills,
motivation, and organizational influences perceived to affect current organizational performance
on faculty retention from a faculty–administrator perspective.
Instrumentation
This study used a nine-item interview protocol (see Appendix A). All interviews were
conducted remotely by the proxy interviewer using the same interview protocol to ensure greater
comparability of responses during data analysis (Patton, 2002). The rationale for this approach
was drawn from literature that called for researchers to prepare well-crafted questions and
potential follow-up questions in advance to maintain focus for absorbing the narratives of the
participants, facilitating an orderly flow of interviewing, and upholding respect for people‘s time
(Merriam & Tisdell, 2016).
Appendix B presents, in tabular form, how each created interview question relates to the
research questions, how each question corresponds to a specific construct within the theoretical
45

framework used, and how each question was classified or framed to help guide the data-
gathering and analysis processes. As shown, the interview protocol consisted of nine questions
that aimed to establish rapport, explore knowledge, examine motivations, and elicit perceived
organizational influences. These types of questions belonged to what Patton (2002) classified as
background, experience, knowledge, value, emotion, and opinion questions that helped to frame
the questions in view of the specific type of responses sought. These nine questions were
strategically designed to correspond with each of the three research questions in this study (see
Appendix B) and were purposefully framed within the theoretical framework as three major
points to examine gaps in organizational performance problems: knowledge and skills,
motivation, and organizational influences (Clark & Estes, 2008).
Data Collection Procedures
The logistical procedures for interviewing after receiving approval from the IRB
included:
 I secured permission from the president of XYZ College to conduct data gathering for
research purposes via a proxy interviewer through a formal request letter (see
Appendix C).
 Once permission was granted, I recruited a qualified proxy interviewer outside of the
subject organization to conduct interviews on my behalf.
 I had a meeting with the proxy to provide the interview protocol, agree on interview
terms, discuss the main goals of the interviews, and simulate a sample interview to
practice the delivery of interview questions and potential probes.
 Recruitment of research participants was done by the proxy interviewer through email
and text messaging invitations sent to the participants (see Appendix D).
46

 Interviewing through video conferencing, including permission for notetaking during
the interview, was agreed upon through email correspondence by the proxy
interviewer and interviewee based on the interviewee‘s availability and chosen terms.
 The proxy interviewer conducted the interviews with each lasting between 45–60
minutes.
 During each interview, the proxy interviewer presented the interviewee their notes at
the end of each interview question discussion. This step afforded an opportunity for
the interviewee to member check for accuracy and the interviewer to receive
confirmation thereof.
 The proxy interviewer prepared the interview findings through an anonymized report
that had randomized the ordered sequence of participant interviews, replaced
participant names, and had omitted personalized statements that could have revealed
participant identity for researcher analysis.
Throughout the interviews, all interviewees were afforded the freedom of choice to
answer or refuse certain questions and to withdraw from the interview at any time. As Patton
(2002) asserted, the power of choice in the conduct and manner of interviewing should be within
the conditions set by the research participants; as such, the proxy researcher and I were bound to
respect any decision given by the interviewee prior, during, or after the interview.
Data Analysis
The analysis of worded data gathered from the interviews conducted by a proxy
interviewer through an anonymized report involved the processes of open coding, axial coding,
and selective coding. This three-step process helped to ensure both a systematic and logical
means of making sense of raw data as practiced by scholars in doing grounded theory research
47

(Merriam & Tisdell, 2016). In analyzing qualitative data, an inductive way of thinking was held
to elicit patterns across data in the form of words, sentences, and phrases (Patton, 2002).
Through a sequential and iterative process of coding, raw data were subjected to multiple levels
of critique to arrive at themes and descriptions for interpretation (Creswell & Creswell, 2018).
The following coding processes for analyzing the raw data gathered from the interviews were
based on Merriam and Tisdell‘s (2016) guide for constructing, sorting, and naming categories in
qualitative studies and in the process of doing grounded theory research.
First, in the open-coding phase, I read interview transcripts and notes multiple times to
tag relevant units of data through notations made as initial codes (Merriam & Tisdell, 2016).
Second, in the axial coding phase, the terms used for the initial codes were then refined,
clustered, or grouped based on similarity, property, and appeared relationships occurring
between and among participants (Merriam & Tisdell, 2016). This process required thoughtful
reflection; I had to keep in mind the key constructs contained within the conceptual framework
used in this study as a coding guide. Last, in the selective coding phase, categories or
propositions as themes were drafted to synthesize and describe the core ideas that emerged based
on a code‘s pattern and recurrence (Merriam & Tisdell, 2016). This selective coding phase was
done by cross referencing the assumed knowledge, motivation, and organizational influences
(see Tables 2, 3, and 4) and identifying these influences as key points for interpretation and
discussion in the proceeding chapter (see Table 8). In view of the resulting themes that emerged
from coding analysis and how these themes are discussed in the succeeding chapter, Table 8
presents the manner of interpreting or regarding a specific code based on the contextualized
meaning and number of citations made between and among the interviewees.

48

Table 8
Interpretation Guide
Number of citations Interpretation
5 or more interviewees High need
4 interviewees Emerging need
3 interviewees or less Low need

In all phases of analysis, I was guided by the research questions and the conceptual
framework in this study to frame the specific terms of coding. Codes were determined by the
number of common occurrences among interviewees. Any code that was cited between and
among three interviewees or less was regarded as a low need. A code that recurred among four
interviewees was viewed as emerging need. If a code was cited by at least five interviewees or
more, the code was interpreted as a high need. The relevant codes identified and their
corresponding manners of interpretation then became the subject of further discussion in
Chapters Four and Five of this study.
Credibility and Trustworthiness
To ensure credibility and trustworthiness in this qualitative study, I observed member
checking, sought rich and thick descriptions, and maintained maximum variation in the conduct
of data collection by the qualified proxy interviewer. Member checking, using rich and thick
descriptions, and maximizing variations in participants are three strategies that help to establish
the credibility and trustworthiness of a qualitative research (Creswell & Creswell, 2018; Merriam
& Tisdell, 2016). Member checking occurred by asking interviewees at the end of each interview
question if the written notes taken by the proxy interviewer confirmed, summarized, and
validated their narratives. The means of seeking rich and thick descriptions occurred through
49

providing an open space to allow for a free flow of personal narrative through the use of
following up, clarifying, and probing questions. Lastly, these means ensured that maximum
variation emerged through an effortful invitation for the complete participation and engagement
of all members of the HCRD. This engagement achieved diversity of participants‘ thoughts and
provided a full and inclusive picture of the held perspectives within the subject unit in the
organization.
Ethical Considerations
Credible and trustworthy research is conducted in an ethical manner (Creswell &
Creswell, 2018; Glesne, 2011; Merriam & Tisdell, 2016). As a researcher seeking to improve
faculty retention with the help of participants from within the studied organization, I remained
committed to the highest ethical standards by promising to observe informed consent,
confidentiality, no harm to participants, researcher integrity, and intellectual honesty as guided
by my chair, committee, and Institutional Review Board (IRB). As a student of the University of
Southern California, I continually subscribed to the code of ethics of the university as a person
fully committed to maintaining the highest standards of academic honesty and integrity and as a
member of the research community (University of Southern California, 2014).
In conducting a study that involved human participation, I was bound to adhere by the
university‘s current policies and procedures to protect human research subjects (University of
Southern California, n.d.), and was guided by literature to follow strict ethical guidelines to
ensure safety, credibility, and integrity in research (Creswell & Creswell, 2018; Glesne, 2011;
Ibe, 2004; Merriam & Tisdell, 2016). First, informed consent to secure voluntary participation
was afforded to all participants of the study (see Appendix E). Informed consent was collected
by providing full disclosure on all sought information needed by the participants to freely and
50

voluntarily deciding to engage with the study based on their chosen capacities with full trust and
confidence. Second, confidentiality was upheld at all times. I respected the decision of each
participant of whether or not to disclose their identities in any manner at any portion of the study,
while ensuring no one else had access to any information I collected. Third, this research
affirmed its subservience to the directions given by the research committee and the IRB of the
University of Southern California. As a graduate student, I submitted all of my actions in
conducting research as directed by my research chair, committee, and IRB.
Summary
Data in this study were obtained through primary means. The interview themes presented
in this study were derived based on qualitative analysis using a three-step coding procedure that
involved researcher reflection and interpretation. Validated thematic influences for knowledge,
motivation, and organization were then identified and offered to provide direction in developing
prospective solutions to improve faculty retention in XYZ College. The following chapter
presents these findings.

51

Chapter Four: Findings
The purpose of this study was to examine the knowledge, motivation, and organizational
influences that have led to XYZ College‘s inability to reach its goal of achieving high faculty
retention. The study used the Clark and Estes (2008) gap analysis framework as a lens of inquiry.
Based on the perspectives of eight members within one stakeholder group of influence in the
organization, this study sought to shed light on the knowledge, motivation, and organizational
issues at play to propose solutions to help achieve the organizational goal of 98% faculty
retention by 2026. The research questions that guided this study were:
1. What knowledge influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
2. What motivational influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
3. What organizational influences affect the ability of HCRD members of XYZ College
to improve faculty retention?
Interview Participants
This study involved the participation of the complete members Human Capital and
Resources Department (HCRD) of XYZ College. Through remote means of interviewing, a
proxy interviewer was used to conduct a total of eight interviews using the interview protocol I
developed (see Appendix A). The resulting anonymized interview report prepared by the proxy
interviewer was then used as the sole basis for developing the codebook and analysis for the
qualitative findings (see Appendix F). I assigned the interview participants the labels I-1, I-2, I-3,
I-4, I-5, I-6, I-7, and I-8 to protect confidentiality and secure their personal identities. The same
manner of labeling was used in this chapter to refer to the specific interview participant when
52

referencing verbatim quotes. A focused attention to the core themes of knowledge, motivation,
and organizational influences are offered in this chapter to present and discuss the perspectives
of the participants‘ interviews, including insights from research literature to serve as bases for
developing recommendations for the organization toward achieving its faculty retention goal by
2026.
Results for Knowledge Influences
The first research question specifically inquired on the perceived knowledge influences
that affect HCRD members‘ ability to achieve high faculty retention for the college. Because
knowledge pertains to what people know, job performance is a direct result of people enacting
what they know (Clark & Estes, 2008). Understanding and addressing poor performance
outcomes, therefore, requires inquiry on what people know, why they know, and how they know;
as such, performance outcomes can be directly attributed to one‘s cognitive exercise hinged upon
held knowledge (Clark & Estes, 2008; Krathwohl, 2002). Based on interviewees‘ responses to
Questions 3, 4, and 5 of the interview protocol that respectively corresponded to their held
factual, conceptual, and metacognitive knowledge on faculty retention, three general themes
emerged based on coding analysis (see Appendix F). Table 9 presents these general themes,
along with their corresponding subthemes.

53

Table 9
Overview of Knowledge Results: General Themes and Subthemes
General theme Subthemes
Perceived factual importance (factual) 1. Plays a key role in the success of the college.
2. Secures the knowledge capital held in the
college.
3. Ensures continuity in the teaching and learning
process in the college.
4. Helps to promote college culture and identity.
Conceptual beneficial outcomes
(conceptual)
1. Familiarity of college goals.
2. Support for college improvement.
3. Delivering quality college education.
4. Building trust in the college.
5. Exemplification of college core values.
Reflections on personal failures
(metacognitive)
1. Advocating for better compensation and
benefits.
2. Providing greater clarity on faculty professional
development programs.
3. Maintaining proactive professional
relationships.
4. Providing additional teaching resources.

Perceived Factual Importance
When asked to describe personal knowledge of facts on faculty retention relative to their
function in the college, all eight interviewees provided insights on how the keeping of faculty
members is important. Coding analysis of their verbatim responses to the Interview Protocol
Question 3 (i.e., How is retaining teachers important in the school?) resulted in four coded
themes that described the HCRD members‘ responses in four assertive points: (a) plays a key
role in the success of the college, (b) secures the knowledge capital held in the college, (c)
ensures the continuity of the teaching and learning process in the college, and (d) helps to
promote college culture and identity.
Plays a Key Role in the Success of the College
54

Four of the eight participants gave this assertion through their manner of describing in
words, phrases, and sentences of how faculty retention is important to the college. For example,
I-1 said that ―teachers play a key role in the school‖ and ―teachers know the school goals and
programs being implemented.‖ Along similar lines, I-4 stated the idea that a teacher is ―a good
factor in having students to stay.‖ I-6 noted, ―Not good results [happen] when teachers always
leave,‖ and further claimed, ―Teachers are very important because they are the front liners when
it comes to academics.‖ I-6‘s statements, when placed alongside the responses of I-1 and I-2,
asserted that some HCRD members consider the importance of faculty retention in the college to
be primed on teachers as playing essential roles within the college system, thereby leading to
college success and achievement.
Secures the Knowledge Capital Held in the College
Five participants presented the thought of knowledge capital; for example, I-1 said,
―Students look up to them [teachers] more than any personnel in the school,‖ and I-4
characterized the identity of teachers for providing knowledge to learners as ―the first front liners
for the students.‖ These two statements were appreciated with the descriptive responses made by
I-2, I-5, and I-7 respectively: (a) ―they are assets of the institution,‖ (b) ―teachers have deep
knowledge of the subject matter,‖ and (c) ―the more we retain them, the more they have
knowledge and skills that they can give their students.‖ Moreover, these responses were best
summarized by paraphrasing I-7‘s initial thoughts to frame a second assertion: because teachers
individually possess a portion of knowledge in the college to which students seek, faculty
retention secures the knowledge capital held in the college.
Ensures Continuity of the Teaching and Learning Process in the College
55

Five interviewees used specific words and phrases that made direct references to the
teaching and learning process involving faculty and students. For example, I-1 said, ―They have
power and influence over students,‖ whereas I-3 noted, ―There is an effect in terms of the
continuity of the teaching process or the pattern of learning of the students.‖ I-6 asserted, ―The
teacher is a big factor in learning.‖ However, I-5 and I-8 made specific elaborations on key
aspects that not only delved into the process of teaching and learning, but also connected how
teaching and learning is negatively affected when veteran teachers leave. For example, I-5 said,
―The [veteran] teacher knows what to do, unlike a new teacher.‖ This point was raised again and
expounded further by I-8, who explained, ―Number 1 for the continuity of the programs
concerning faculty development, if we have low retention, we keep on training faculty members .
. . an extra task on our shoulders.‖ Summarizing these thoughts opened another aspect of
describing HCRD‘s regard on faculty retention; that is, faculty retention ensures the continuous
flow and cycle of the teaching and learning process not only between faculty and students, but
also for the entire college system.
Helps to Promote College Culture and Identity
This proposition was based on the fragmented responses of five interviewees. Whereas I-
1 specifically described the behavior of retained faculty as ―they promote the school,‖ I-3
appeared to explain this behavior by rationalizing, ―If the teacher is already old or about more
than 5 years in the school, more or less they already know the culture established in the school.‖
When compared with the thoughts of I-4, who stated, ―If veteran teachers stay, other teachers
will say the company itself is good,‖ the responses of I-6 and I-8 laid out the possible effects of
good or bad faculty retention performances based on a lens of promoting school culture and
identity. I-6 noted, ―The institution can grow based on the quality of teaching,‖ and I-8 posited,
56

―Low teacher retention statistics is a bad image or the company, good retention contributes to the
good development of the school.‖ These responses demonstrated the idea that having faculty
members stay long-term leads to the promotion of college culture and identity.
Conceptual Beneficial Outcomes
When asked to describe personal knowledge of concepts on faculty retention that could
be tied to beneficial outcomes for the college, all eight interviewees provided insight. Coding
analysis of their verbatim responses to the Interview Protocol Question 4 (i.e., What do you think
are the benefits of teachers staying in the school long term?) resulted in five coded themes that
described the HCRD members‘ various thoughts. When synthesized, five conceptual assertions
of beneficial outcomes for the school emerged: (a) familiarity of college goals, (b) support for
college improvement, (c) delivering quality college education, (d) building trust in the college,
and (e) exemplification of college core values.
Familiarity of College Goals
The concept of college goals arose from the shared insights of I-1, I-2, and I-5. I-1 stated,
―Familiar in terms of collaborating with fellow teachers, familiarity with school programs is an
advantage for the school, and they have more inputs as they are more familiar with the school.‖
Additionally, 1-2 described a ―lesser [need] for supervision,‖ and I-5 said, ―They [retained
teachers] are easy to give them work because they know the school and they are familiar with
work in the school.‖ All three sentiments featured a repetition of the word ―familiar.‖ These
statements clearly demonstrated how the concept of familiarity in relation to school policy,
processes, and even culture was understood as an enabler to beneficial outcomes for the college.
For example, I-1 regarded familiarity as an enabler to faculty collaboration and in school
program evaluation through the terms ―collaborating with fellow teachers,‖ ―school programs,‖
57

and ―more inputs.‖ For I-2 and I-5, their use of the words ―supervision‖ and ―work‖
demonstrated how familiarity with school functions directly benefits in managing the day-to-day
teaching and administrative tasks that occur in the school. After synthesizing these statements, a
concept emerged that high faculty retention delivers beneficial outcomes to the college, as long-
staying faculty members readily possess prior knowledge and understanding of college goals.
Support for School Improvement
The idea that high faculty retention in a college supports institutional improvement and
development was derived from the responses of four interviewees. For example, I-1 specifically
noted that faculty members ―contribute ideas in strategic planning and marketing concerns.‖ Two
others shared a similar sentiment; for instance, I-2 said retained faculty ―influence other teachers
to stay as they are capable of coaching newer teachers,‖ and I-3 noted these faculty ―help to
develop the profession more and enables school leaders to grow.‖ In addition, I-7 gave a sole
response as to how just one retained faculty member could lead to a significant beneficial
outcome for the school: by ―giving advice to teachers.‖ I-7 asserted the idea that long-staying
faculty members serve as enablers not only to successful mentoring, succession, and faculty
development programs for college improvement, but also in terms of demonstrating how long-
staying faculty members function to produce favorable outcomes for long-term college
improvement through continued presence and support.
Delivering Quality College Education
Three interviewees suggested another beneficial outcome for the college in view of
faculty retention relates to the general purpose and mission of the college of delivering quality
education. I-6 rationalized:
58

If a teacher stays for a long time, the students learn from the teachers . . . quality teachers
because they have mastery of the subject . . . he knows the topic very well and he can
deliver to the student in any manner regardless of the availability of resources.
I-8 explained, based on past experiences, long-staying faculty members deliver better teaching
because ―they are more experienced and students will benefit because of the longer experience
that makes teachers better.‖ Given these two insights from I-6 and I-8, the response of 1-3 best
summarized their ideas by positing that high faculty retention results in ―giving more quality
education to the students.‖
These insights, albeit without giving direct reference to a school‘s purpose or mission,
highlighted another conceptual beneficial outcome for the college: having high faculty retention
is essential to the delivery of quality college education for its learners because of the
accumulated teaching experience that greatly enhances the student learning experience.
Building Trust in the College
The idea that successful faculty retention leads to building trust in the college emerged
from three of the eight interviews. For example, I-4 said, ―The experience of teachers will benefit
the students . . . will say that you are good because you are committed.‖ Though I-4‘s statement
appeared to vaguely associate faculty members who have long years of experience with the
ability to reciprocate commitment, other participants‘ descriptions of long-staying faculty
members placed in clearer view that visible commitment practiced in schools, colleges, or
universities helps to build mutual trust. For example, I-5 said, ―Veteran teachers could be
trusted,‖ and I-7 exclaimed, ―Of course, trust!‖ As such, the conceptual understanding of some
members of the HCRD on teacher retention was anchored on institutional commitment for its
people, which is then associated with the strengthening or building trust in the college.
59

Exemplification of College Core Values
The last conceptual thought for another beneficial outcome of keeping faculty members
long-term was delivered by three interviewees. The idea of exemplifying college core values was
derived from the words and phrases used by I-1, I-7, and I-8 to describe how intentionally
keeping faculty members demonstrates concrete enactment of the college‘s core values. For
example, I-1 said keeping faculty members helps to make the college‘s atmosphere ―feel at
home.‖ In support, I-8 presupposed, ―If teachers stay longer, they become part of the family.‖
These two statements, when appreciated with what I-7 declared as ―we have to be models,‖
suggested some HCRD members believed in the idea that pursuing faculty retention not only
helps to create a warm college environment, but also puts into visible practice the college core
values such as providing family care, modeling for others, and being welcoming to all.
Reflections on Personal Failures
When asked to reflect back on previous failed efforts to improve faculty retention
specific to personal shortcomings, all eight interviewees were all capable of identifying areas for
improvement. Coding analysis of their verbatim responses to Interview Protocol Question 5,
(i.e., Reflecting back on the work you have done to increase teacher retention, what would you
say are things you could have done more?) resulted in four coded themes that offered prospective
ways that could have improved the past faculty retention performances in the college: (a)
advocating for better compensation and benefits, (b) providing greater clarity on faculty
professional development programs, (c) maintaining proactive professional relationships, and (d)
providing additional teaching resources.
60

Advocating for Better Compensation and Benefits
Three of the eight interviewees thought the HCRD should advocate more to leadership
for greater monetary and nonmonetary compensation and benefits for faculty members. For
example, I-1 considered, ―Maybe we can give better salary, higher salary than they currently
receive and benefits included.‖ This trail of thought was echoed through one of the key reflective
points shared by I-4 as ―increase in salary.‖ I-6 provided support for this key aspect regarding
pay through asserting, ―Number 1 factor why they leave is salary or financial security.‖
Integrating the reflective thoughts of I-1, I-4, and I-6 resulted in the surfaced theme of what
HCRD could have done better for the past academic years: to deliver more in providing better
compensation and benefits for its faculty members as a way of influencing them to stay in the
college long-term.
Providing Greater Clarity on Faculty Professional Development Programs
Three interviewees thought if they could have exerted more effort in providing clarity
and direction to the college‘s faculty professional development programs, more faculty members
would have stayed longer. For example, I-1 specifically stated that ―programs to help retain
teachers and support them in continuing education and professional education programs for
teachers such as earning their license‖ could have made a big difference in some of the faculty
members‘ decisions to stay. On the one hand, this argument appeared to be in agreement with I-7
pinpointing the inadequacies of ―continuous training for the faculty‖ and ―invit[ing] faculty to
attend outside seminars.‖ On the other hand, I-8‘s opinion not only provided affirmation, but also
gave deeper understanding of faculty growth needs; they claimed, ―Teachers should be aware of
the plans for them‖ and ―to be aware that they have somewhere to go to in terms of promotion.‖
I-8 proceeded to further emphasize that in relation to the intuitional plans for faculty professional
61

development, ―teachers have to be observed in their development or progress in their teaching
methodology.‖ I-8 thought that HCRD should provide ―more time to mentor faculty‖ because
they were former faculty members themselves. These insights converged to form the idea that
HCRD could have done more in their role of providing clarity and direction for its faculty—not
only to achieve greater advances in their professional development journeys within the
institution, but also to effectively retain more faculty members in the college during the past
academic years.
Maintaining Proactive Professional Relationships
Four of the eight interviewees appeared to bring this idea to light through their
introspections of what could have been done better in relation to their personal interactions and
manner of conduct toward faculty members. For example, I-5 realized, ―We need to make
teachers feel that they are supervised, especially for new teachers because they sometimes find it
difficult.‖ This concern was congruent with I-3‘s words of ―new teachers [need] to be mentored‖
and ―mentoring them . . . to have the same direction and getting into that direction . . . will be
able to see the results,‖ along with I-8‘s assertion that ―professional and personal development
should have been done more in mentoring.‖ I-2, however, provided greater specificity and detail
on how HCRD could have conducted itself more with the faculty by recommending ―see[ing]
them every day during lunch break . . . to ask them if they have taken lunch or how they are
doing,‖ or ―join[ing] them during the summer vacation activities,‖ or to ―chat[ting] [with] them,
especially when I see a post that they need help.‖ These four insights all reflected an assertion
that in relation to HCRD performing its duties and responsibilities to its faculty, extending
greater proactivity in the exercise of maintaining professional relationships could have
influenced more faculty members to stay in the college.
62

Providing Additional Teaching Resources
The sole interviewee to raise the thought of additional resources was I-4. For I-4,
―Equipment must be improved.‖ As they further noted, ―Facilities and equipment are factors for
teachers to stay and we lack equipment.‖ This sentiment showed at least one interviewee felt that
HCRD could have better addressed the need of providing additional teaching resources for the
use of its faculty members in the past to improve present faculty retention rates.
Discussion for Knowledge Influences
This section provides a discussion on the preceding themes from a macro perspective
when referenced with related literature. Table 10 presents how, in general, knowledge types have
fared in terms of interpreting the previous assumptions made in Chapter Two. Table 11 provides
an overview and listing of each theme, their corresponding types, and the number of citations
received from the participants to show how the contents of Table 10 developed.

Table 10
Interpretation for the Assumed Knowledge Influences
Assumed knowledge influences Type Interpretation
HCRD members need to know what faculty retention is
and why it matters for the college.
Factual Low need
HCRD members need to know how faculty retention
relates to accomplishing the mission and vision of the
college.
Conceptual Emerging need
HCRD members need to be reflective on their collective
performance on improving faculty retention in the
college.
Metacognitive High need

63

Table 11
Overview of Knowledge Themes, Type, and Citations
Type Knowledge themes Number of citations
Factual 1. Plays a key role in the success of the college.
2. Secures the knowledge capital held in the college.
3. Ensures continuity in the teaching and learning
process in the college.
4. Helps to promote college culture and identity.
4
5
5

5
Conceptual 1. Familiarity of college goals.
2. Support for college improvement.
3. Delivering quality college education.
4. Building trust in the college.
5. Exemplification of college core values.
3
4
3
3
3
Metacognitive 1. Advocating for better compensation and benefits.
2. Providing greater clarity on faculty professional
development programs.
3. Maintaining proactive professional relationships.
4. Providing additional teaching resources.
3
3

4
1

Examining the variety of themes raised under factual knowledge and how each of these
themes was commonly shared by a majority of the interviewees revealed evidence to posit the
presence of diverse HCRD individual and group factual knowledge on faculty retention.
According to Ambrose et al. (2010), exploring the presence of prior knowledge and organizing
these concepts through mapping or listing are essential steps for laying out discipline-specific
conventions needed in the appropriate transference of learning for future tasks requiring higher
cognitive ability. Regarded as a fundamental requisite for solving complex problems, prior
knowledge acts as building blocks for networking relationships within a larger schema
(Krathwohl, 2002). Because it was evident that there is presence of prior knowledge on faculty
retention, new learning in the form of clarified, contextualized, and reorganized information to
create new mental modeling can effectively be accommodated through new and specialized
64

learning opportunities (Ambrose et al., 2010). Therefore, the first assumption that posits HCRD
members as needing to acquire factual knowledge on faculty retention was regarded as a low
need.
The second assumption placed the need for HCRD to develop conceptual knowledge on
how faculty retention relates to accomplishing mission and vision of the college, which I
interpreted as an emerging need. This finding emerged due to an abundance of conceptual
examples on the role of faculty retention to achieving college goals, but each example was only
shared by a few members within the HCRD. Ambrose et al. (2010) highlighted without proper
guidance and support, knowledge structures tend to become superficial and disjointed, leading to
underperformance of tasks due to poor intra-system understanding. However, research on
effective knowledge management has offered insight on combatting fragmented understanding in
workplaces through knowledge acquisition and knowledge conversion by way of group-level
interventions seeking to create a shared understanding of organizational issues and phenomena
(Al-Sohaim et al., 2016). This underpinning substantiates the need for organizations to provide
educational opportunities for its people to generate new and coherent conceptual knowledge that
enables the overall handling of novel challenges as they occur (Clark & Estes, 2008).
Additionally, organizations must align individual practices to create consistency in the manner of
how individuals collectively execute cognitive ability through coordinated action (Grossman &
Salas, 2011).
Last, the third assumption is that HCRD needs to be more reflective on their collective
performance on improving faculty retention in the college, which I interpreted as a high need.
Because reflection is linked to action, individual meaning making and collective sensemaking
allows for greater performance through analytical learning (Faller et al., 2020). Developing
65

metacognition in organizations allows for professionals to improve their strategies through
increased critical thinking on problem solving and greater cognitive awareness of committed
errors (Medina et al., 2017). One benefit of fostering a reflective habit of thinking about
collective performance is being able to self-diagnose underperformance, alongside the
independent surfacing of the underlying reasons for these deficiencies through renewed learning
of people‘s beliefs at work (Clark & Estes, 2008). Because the findings indicated that the HCRD
members were capable of identifying at least four distinct key areas of improvement based on
their personal reflections of failures, facilitating greater metacognition for past, present, and
future action not only supports achieving elevated organizational performance and effectiveness,
but can also engender individual self-regulation and learning (Aguinis & Kraiger, 2009; Dembo
& Eaton, 2000).
Results for Motivation Influences
The second research question focused on examining the perceived motivational
influences affecting HCRD members‘ abilities to achieve high faculty retention in the college.
Because motivation pertains to how people embark on, persist over, or exert effort to the
accomplishment of tasks or set goals (Clark & Estes, 2008), addressing poor performance
outcomes necessitate the understanding of people‘s self-beliefs and emotions. Individual
performances are not only influenced by knowledge or environmental factors, but also one‘s own
personal interest and current affective states (Ambrose et al., 2010; Clark & Estes, 2008; Pekrun,
2017). Based on the responses of the interviewees to Questions 6 and 7 of the interview protocol,
which respectively corresponded to perceived levels of confidence and potential activities that
engage one‘s personal interest, two major themes have emerged based on the coding analysis, as
66

reflected in the codebook (see Appendix F). Table 12 presents these general themes, along with
their corresponding subthemes.

Table 12
Overview of Motivation Results: General Themes and Subthemes
General theme Subthemes
Self-confidence on future tasks (confidence) 1. Positive beliefs in oneself.
2. Self-affirming attitude for personal ability
and experience.
Activities of personal interest (interest) 1. Reviewing salary and benefits.
2. Advancing professional development.
3. Recognizing and rewarding achievements.
4. Seeking accountability.
5. Encouraging dialogue.

67

Self-Confidence on Future Tasks
When asked to assess one‘s confidence in relation to their personal ability to complete a
future task (i.e., helping to retain more faculty members in the college) all eight interviewees
gave insight. Coding analysis of their verbatim responses to the Interview Protocol Question 6
(i.e., If tasked, how confident do you feel about your ability to help teachers remain in the
school?) resulted in two coded themes that offered greater understanding of personal motivation
from the lens of self-confidence relative to the goal of achieving higher faculty retention for the
college: (a) positive beliefs in oneself, and (b) affirming attitude for personal ability and
experience.
Positive Beliefs in Oneself
Across all eight interviewees, not one participant described themselves as having
negative or doubtful feelings regarding their personal confidence. The types of words used, the
manner of phrasing, and the sentences provided by each of the eight interviewees to describe
their level of perceived confidence showed a positive and strong outlook of self-confidence. For
example, I-1, I-2, I-3, and I-6 exclaimed respectively, in short phrases: ―I am confident,‖ ―Yes,‖
―I feel very confident,‖ and ―Actually.‖ In addition, for I-4, I-5, and I-8, their quick and candid
responses of ―to be honest, yes, I am confident,‖ ―I give myself a 9 if 10 is the highest score,‖
and ―if there is a measure of 1 to 10 and 10 is the highest, it would be 8‖ not only conveyed a
positive outlook on personal confidence, but ascertained to a strong degree high self-regard in
terms of capability. These findings suggested the perceived self-confidence of the HCRD
members, either as individuals or as a collective, was positive and high in relation to prospective
tasks on faculty retention in the future,.
Self-Affirming Attitude for Personal Ability and Experience
68

I examined the responses of the eight interviewees to the follow-up prompts to Question
6 of the interview protocol (i.e., What makes you feel confident or not confident? Would you
mind sharing more of your thoughts on this?), which revealed a theme of self-affirmation of
confidence that was rooted either on past experiences or current abilities. For example, I-1
explained their confidence stemmed from past experiences, attributing their ability ―based on my
years of experience.‖ I-2 provided a similar tone by highlighting personal identity as ―I am a
veteran teacher.‖ For I-3, their status as an experienced faculty had inspired their confidence
because, as they noted, ―I feel like I am one of them.‖
I-4, I-5, I-6, I-7, and I-8, elaborated on their current abilities to explain their confidence,
such as I-4, who noted, ―I can provide advice and strategies especially for new teachers.‖ I-5
said, ―I am confident because there are teachers who left and one of the reasons why some stayed
is because of us,‖ whereas I-6 stated, ―I encourage them to attend trainings and I make others
realize they need to attend training.‖ As 1-7 affirmed, ―I will always make sure . . . if I am not
capable of, I forward it to the specific person who can decide or answer their concern . . . they
really trust us.‖ Finally, I-8 said, ―I give them advice on [how] they can improve,‖ and
continued, ―I can still see that I have something else more to give.‖ These statements explicitly
pertained to self-affirmation of participants‘ current abilities, which were clear examples of
demonstrating a general positive attitude toward personal capacity and experience.
Activities of Personal Interest
When asked to provide thoughts and ideas on potential activities of personal interest to
further advance the faculty retention performance of the college, all eight interviewees were able
to respond favorably by sharing a variety of considerations and ideas. Coding analysis of their
responses to the Interview Protocol Question 7 (i.e., What do you think are new programs that
69

could help teachers remain in the school?) resulted in five coded themes: (a) reviewing salary
and benefits, (b) advancing professional development, (c) recognizing and rewarding
achievements, (d) seeking accountability, and (e) encouraging dialogue.
Reviewing Salary and Benefits
Insights regarding compensation, pay, and benefits were common topics raised by five
interviewees. For I-1, the suggestion to ―look into the salary‖ and a presupposition that ―if the
school could afford it, then it can look into salary improvement‖ were echoed by I-8‘s thought of
―salary increase‖ and I-5‘s ranking of priorities that placed pay as ―Number 1 is salary.‖ I-5
rationalized that salary and compensation leads to other positive outcomes apart from retention,
noting, ―Benefits will help teacher retention . . . if the salary will increase, then the teachers will
have more time with the family.‖ To add to this line of thinking, I-8 suggested a ―salary
increase‖ along with ―a retirement program will help teachers to stay,‖ hinting that short-term
and long-term returns are basic considerations for teachers‘ decisions to stay in a school. These
example programs featured a focus on examining how the college compensates and provides for
the lifespan needs of its people; therefore, compensation was one of the top interests commonly
shared by the majority of HCRD members. This theme showed consistency with the participants‘
reflections on the personal failures that highlighted HCRD‘s shortcomings regarding doing more
for advocating better compensation and benefits for its faculty members.
Advancing Professional Development
Three interviewees shared thoughts that touched on receiving learning opportunities as an
enabler for greater teacher faculty retention. For I-1, the suggestion to ―continue giving training
to teachers‖ appeared to concur with I-6‘s regard for learning for teachers as ―continuous faculty
development, even for us it is important so we learn more.‖ To expound on this notion, I-8
70

provided concrete forms and examples to support such learning opportunities through ―teachers
having seminars and leisure at the same time . . . example is team building‖ further noting,
―There are things that we cannot learn from the books or in the four corners of the room . . . there
are things that we learn from the outside.‖ Integrating the thoughts of I-1, I-6, and I-8 formed the
idea that another focal pursuit that could influence more faculty members to stay in a college is
through HCRD paying attention to the learning needs of its faculty by providing professional
development programs through trainings, seminars, and outside learning and educational
activities.
Recognizing and Rewarding Achievements
To acknowledge and reinforce teacher achievement and good classroom performance as a
prospective way of encouraging more faculty members to stay long-term in the college was
another emergent theme that came from the responses of four interviewees. I-2 gave a thorough
discussion on how verbalizing good job performance for daily tasks and actually giving tangible
forms of recognition for exemplary work could be very well-received by the faculty members;
such recognition not only helps to boost morale, but also affirms faculty capability and sustains
personal determination for continuing good work in the college. For example, I-2 stated, ―To
recognize faculty members without absences and tardiness . . . I am not after the 300-peso
reward, but being recognized as one of the punctual and always on-time faculty,‖ and also noted,
―It boosts my morale and was given an appreciation.‖ Finally, I-2 said, ―The faculty be
recognized as this is a big thing for them,‖ suggesting how recognition can be a potent means of
inspiring faculty members in the college. To add, I-6 pointed out the actual practice of providing
clear forms of recognition has direct influences on a faculty member‘s persistence of staying
because it ―makes them feel important.‖ I-6‘s point showed concurrence with I-7‘s trail of
71

thought through their suggestion of institutionalizing rewards programs such as ―employee of the
month is a good program.‖ I-7 also said, ―There must be awards for teachers‖ because ―this will
motivate them to stay.‖ Further, I-6 continued on to state the need to clearly distinguish and
reward high-performing faculty members from those who are not such, noting, ―There is
appreciation and award for teachers who are not late,‖ and ―the really good ones are given best
teachers of the year [or] . . . best performance of the year as teachers.‖ I-6 continued, ―This
teacher who taught well will receive 1,000 pesos or one sack of rice,‖ and ―groceries may also be
given to them.‖
Lastly, I-8 appeared to integrate these thoughts through a simple argument on the need
for recognizing faculty, stating, ―Recognizing them for not being tardy or absent, these may be
small things, but these bring satisfaction to teachers.‖ Summarizing the responses of I-2, I-6, I-7,
and I-8 formed the idea that in relation to influencing faculty members‘ decisions to stay,
providing concrete forms of acknowledgement for good work and directly giving rewards for
such do matter to faculty, as this recognition engenders teacher satisfaction and encouragement
for sustaining good job performance.
Seeking Accountability
Creating new accountability measures to support faculty retention was another theme that
emerged from a sole interviewee. I-1 said, ―I think there is a need for a contract as a return of
service in case teachers enroll in graduate studies.‖ When asked to expound more on this idea, I-
1 recalled,― There are some teachers who left the school without serving the number of years in
the absence of a contract.‖ They continued that seeking accountability through a written
agreement for expectations of service could be ―a win-win situation for the school and also for
the teacher.‖ The logic of I-1 in seeking accountability for faculty expectations in the form of an
72

established return-of-service contract duration as a beneficiary of institutional funding became a
reasonable argument, as I-1 highlighted the need to set clarity on individual term expectations as
a mediating factor to accounting for an accurate faculty retention performance vis-à-vis the
organizational programs that ought to support faculty member retention.
Encouraging Dialogue
Encouraging greater communication in the form of dialogue to achieve greater faculty
retention was another theme provided by one interviewee. I-6 stated, ―Communication is very
important‖ because ―we [staff] are able to know each one of us and to know one another . . . to
know their opinions and comments and even suggestions on how we can improve our current
processes.‖ When asked to expound more on this thought, I-6 regarded the faculty as ―they know
more than we do because they act as front liners‖ and by encouraging greater dialogue for
―things to improve in the online classes,‖ I-6 noted, ―We can make them feel their importance.‖
Hence, I-6 posited that another way of encouraging more teachers to stay is through the creation
of avenues for dialogue. Dialogue not only makes them to feel valued in terms of their voices,
but also enables them to gain new perspectives for self-improvement through the resulting
exchanges of ideas.
Discussion for Motivation Influences
This section discusses the preceding motivational themes from a macro perspective as
referenced with related literature. Tables 13 and 14, respectively, offer a summary of these
themes, their corresponding type, and number of citations, and an interpretation of these themes
in terms of regard to showcase how the assumptions presented in Table 4 of Chapter Two fared.
Examining the two themes raised under confidence, and how each of these themes were shared
across all eight interviewees, revealed evidence suggesting a presence of high levels of
73

confidence held by the HCRD members toward themselves. In determining the level of how
people feel confident about themselves in relation to given tasks, the use of rating scales or direct
questioning (e.g., How self-confident do you feel in your capability?) are typically used to assess
constructs pertaining to self-beliefs (Zimmerman et al., 2017).

Table 13
Overview of Motivation Themes, Type, and Citations
Type Motivation themes Number of
citations
Confidence 1. Positive beliefs in oneself.
2. Self-affirming attitude for personal ability and
experience.
8
8
Interest 1. Reviewing salary and benefits.
2. Advancing professional development.
3. Recognizing and rewarding achievements.
4. Seeking accountability.
5. Encouraging dialogue.
5
3
4
1
1

74

Table 14
Interpretation for the Assumed Motivational Influences
Assumed motivational influences Type Interpretation
HCRD members need to feel confident in helping to improve
faculty retention in the college.
Confidence Low need
HCRD members need to create new activities that support
faculty retention in the college.
Interest High need

Because individual confidence influences how organizational members embark on work
goals, persist toward them, and expend mental or physical effort, sustaining one‘s confidence
helps in motivating individuals to achieve task-specific performances and outcomes (Clark &
Estes, 2008). Leaders can, therefore, facilitate improved team confidence by recalling past
individual successes, actively listening for peer-encountered problems, praising people for good
progress, and outlining new goals that allow for individual and group ownership—these goals
not only lead to greater group cohesion, but also accentuate the individual strengths held by the
group as a collective (Clark & Estes, 2008; Zimmerman et al., 2017). Given the presence of high
self-perceptions of confidence by the HCRD members and their individual rationales that served
as the basis for such, the assumption that HCRD members need to feel confident in helping to
improve faculty retention in the college was interpreted as a low need.
The second assumption placed the need for HCRD to create activities that support faculty
retention in the college, which I interpreted as a high need. When people do not find value on the
things with which they are tasked, or believe these tasks to not be in connection with their
personal interests, utilities, or skills, underperformance occurs (Clark & Estes, 2008). One reason
for this issue is because people‘s beliefs as to what is important, relevant, and preferable leads
people to take courses of action in a direction that helps them to become more effective (Clark &
75

Estes, 2008). For example, when activities do not appeal to one‘s personal interest or when there
are perceived misalignments between given objectives and sought outcomes, this mismatch
typically leads to either mediocre or evasive performances (Ambrose et al., 2010). In addition,
when activities are found to be built upon individual interest, engagement is high due to
contextual personalization of tasks that inspire ownership of performance (Harackiewicz &
Knogler, 2017). Because the HCRD members themselves were able to outline five programs that
were not currently in place to help keep more faculty members in the college, their perspectives
affirmed the presumptive need to create new activities that support achieving high faculty
retention in the college.
Results for Organizational Influences
The third and last research question focused on examining the perceived organizational
influences affecting HCRD members‘ abilities to achieve high faculty retention in the college.
Because organizational factors include corporate values, policy, standardized processes and
procedures, and overall working culture (Clark & Estes, 2008), addressing poor performance
outcomes could begin with understanding the workplace environment and examining thoroughly
the organizational culture and context (Kezar, 2001). Not only can these shifts help to explain
how people enact work processes (Gallimore & Goldenberg, 2011), but they could also identify
organization-specific areas for transformative change (Schein, 2017). Based on the responses of
the interviewees to Questions 8 and 9 of the interview protocol, which corresponded to
describing the organization in terms of the cultural model and cultural setting, respectively, two
major themes emerged based on coding analysis as reflected in the codebook (see Appendix F).
Table 15 presents these general themes, along with their corresponding subthemes.

76

Table 15
Overview of Organization Results: General Themes and Subthemes
General themes Subthemes
Existing culture on valuing its faculty
(cultural model)
1. Family-like worldview.
2. Welcoming attitude.
3. Trusting disposition.
Institutional resource usage for faculty
(cultural setting)
1. Toward student learning.
2. Toward college effectiveness.
3. Toward employee wellbeing.
4. Toward faculty personal needs.

Existing Culture on Valuing Its Faculty
When asked to provide direct experiences and observations to describe the general
manner of how the college conducts itself specifically to its faculty in view of retaining them, all
eight interviewees were capable of sharing their recollections. Coding analysis of the responses
to the interview question, ―How would you describe the school culture in valuing its teachers?‖
resulted in three coded themes to characterize the cultural model of the college: (a) family like
worldview, (b) welcoming attitude, and (c) trusting disposition.
Family Like Worldview
Describing perceived college culture that is characterized by a family like worldview was
a recurring theme among seven of the eight interviewees. Directly referring to the college as a
―home‖ was clearly present in the responses of I-1, I-2, and I-3 through their respective
statements of, ―you feel at home at the school,‖ ―[the] school is my second home,‖ and ―the
school culture is with homey atmosphere.‖ Yet, across all seven interviewees, the term ―family‖
to describe school culture was omnipresent. For example, I-1 referred to the college culture as
―family culture setup,‖ whereas one is treated as ―you are part of the family.‖ I-2 likened the
77

school culture as ―like a big happy family‖ in a similar manner to how I-4 described how people
in the college refer to each other as ―we always call ourselves one big family‖ because ―we
always see we are one big family‖ and reasoned the college is ―an extension of our homes.‖ For
I-5, the overall manner and conduct of how people relate to one another stemmed from the
presence of the school‘s ―family culture‖ that results in ―teachers treated like family members‖
and influences how matters are dealt with. I-5 further premised this notion by saying, ―Teachers
are family . . . the way we deal with them.‖
Likewise, for I-6, I-7, and I-8, their recollections all pertained to describing the college as
possessing a family like ontology, wherein the college community members regard the college as
a second home and wherein all employees are seen as extended family members. I-6 noted, ―I
already mentioned it before, it is the family like environment,‖ whereas I-7 said, ―We care for
each other . . . it is like second family.‖ Additionally, I-8 said, ―Actually, we have a very familial
culture in the school . . . this is the family culture.‖ Lastly, for I-2, one recollection during a crisis
situation in 2009 concretized how the college culture of family was exemplified; they noted, ―I
remember during Typhoon ‗Ondoy‘ when I told them I cannot report for a couple of days, the
school sent people to help us clean and provided us with basic needs.‖ These insights highlighted
that one dominant view to describe the college‘s cultural model for valuing faculty was through a
strong regard for them as family members.
Welcoming Attitude
Describing another facet of the college‘s cultural model held by its people toward its
faculty as having a welcoming attitude was a common theme raised by four interviewees. I-1 was
able to point out that attitude for new faculty members, noting, ―We always make the teachers
feel welcome.‖ This sentiment was the same as I-1‘s own experience; they said, ―When I started
78

teaching, my head was familiar with me, and personally I felt that I was welcome from the very
first day.‖ In support, I-4 described the college culture of directing tasks for old and new faculty
members as ―enjoyable, exciting, and interesting.‖ This description not only served as a way of
setting apart the college culture as ―different from other schools,‖ but, moreover, I-4 noted that it
enabled college administrators to ―give them the best they can‖ through providing ―laptops and
allowance,‖ especially amid a ―digital age in teaching‖ well-suited for the ―teacher ‗techies‘ who
are young.‖ To elaborate further, I-5 testified by saying, ―I could also say the school values
teachers.‖ They cited instances of how the college welcomes faculty requests for assistance, such
as in the giving of ―training and scholarship and travel allowance‖ and ―even some personal
expenses‖ for faculty members. Lastly, I-8 reasoned that because the college has ―family
culture,‖ the faculty ―feel great‖ because the manner of welcoming of new faculty members is of
―family and not an employee.‖ I-8 inferred this reason is ―why teachers have stayed, especially
for those who stayed for more than 20 years.‖ These recollections demonstrated at least for half
the interviewees, another way to describe the cultural model held by its people toward the
college faculty is through a characterization of having a welcoming attitude.
Trusting Disposition
Inclination toward upholding mutual trust to describe another aspect of the cultural model
held by the college toward its faculty was a theme raised by a sole interviewee. I-6‘s narrative
highlighted, ―they trust you, sincerely trust you‖ and was contextualized by their characterization
of the college‘s cultural model as ―home.‖ I-8 had similarly found that ―the people are very
comfortable to work with,‖ which showed a trusting disposition for one‘s decision making.
Comparing I-8‘s responses to Question 6 of the interview protocol revealed consistency. The
word ―trust‖ was repeated by I-6 in four consecutive sentences: ―They are very supportive, and
79

they trust our decisions,‖ ―they really trust us,‖ ―we don‘t want to take away the trust,‖ and ―trust
will colleagues or coworkers is very important.‖ This finding demonstrated that one minor theme
to describe the college‘s cultural model toward its faculty is of a trusting disposition.
Institutional Resource Usage for Faculty
When asked to provide personal observations and opinions on how the college directs its
resources for its faculty members to encourage high faculty retention, all eight interviewees were
able to provide examples of what they believed reflected those instances. Coding analysis of
their responses to the interview question ―Currently, how does the school use its resources to
help keep its teachers?‖ resulted in four coded themes: (a) toward student learning, (b) toward
school effectiveness, (c) toward general employee well-being, and (d) toward faculty personal
needs.
Toward Student Learning
Many of XYZ College‘s resources are directed toward student learning. Student learning
was a common topic of discussion raised by five interviewees. Based on their responses, the
college‘s material resources appear to be heavily apportioned for the use of faculty members to
achieve greater accessibility to students and for continued delivery of learning activities in the
context of teaching during the COVID-19 global pandemic. For example, I-1 said the school
immediately ―provided us with laptops‖ at the onset of nationwide lockdown in 2020 due to the
COVID-19 global pandemic. I-2 cited the same, recalling, ―Teachers were provided with laptop,
camera, and internet allowance‖ to enable the faculty to have teaching and learning continuity
amidst the ongoing health crisis in the Philippines. I-3 narrated how the college responded prior
to the start of school year 2020–2021, stating, ―Materials were sold to cover school expenses . . .
80

teachers were given gadgets to use for free . . . given internet allowance . . . and given the chance
to work from home in the province.‖
I-4 recounted in greater detail how material provisions that supported the continuity of
student learning were provided by the college during this time frame, noting, ―We provided them
with a good platform like Zoom,‖ and ―we also provided them with an e-library‖ and advanced
learning resources ―like a module that we give the teachers [to] serve as a guide.‖ Lastly, I-8
recalled, ―The school provided laptops for all teachers,‖ and these provisions also came ―with [a]
speaker, microphone, and accessories . . . internet allowance . . . and office tables and chairs so
that we work from home.‖ These resources came as an immediate responses to assist faculty
members confined at home. These five recollections and narrations on how the college has
exercised the apportioning of its material resources for teachers demonstrated the majority of
HCRD described the college‘s use of its resources to keep its faculty members over the past 3
academic years has been focused on upholding student learning.
Toward College Effectiveness
A second theme on how the college uses its resources for its faculty members was
achieving college effectiveness. Five interviewees gave personal accounts on how these
resources have been at play. I-2 stated, ―We have different committees to address teacher
concerns‖ and ―conducted training[s]‖ when needed. I-2 continued on to recall, ―Before online
classes, the school conducted training for the use of Zoom and Google classroom.‖ Despite
having challenges in keeping the enrollment level stable brought about by the pandemic and
economic situation, I-2 pointed out HCRD continued to apportion faculty preparation time. They
noted, ―Every Friday, they don‘t have classes, but they are paid for 9 hours‖ and ―faculty is
aware that because of the decrease in enrollment, the school is doing its job of keeping their
81

employees.‖ This sense of prioritizing college effectiveness goals despite external difficulties
was echoed by I-5, who noted the school ―uses its resources well‖ through opportunities such as
―teachers being given scholarships,‖ ―training even in a faraway place,‖ and other costs, ―as long
as it is for school improvement.‖ For I-6, I-7, and I-8, their recollections clearly highlighted how
the school apportions its manpower and time for the attainment of college effectiveness goals
through faculty-friendly practices and approaches. I-6 noted, ―When it comes to retention, we
make sure that they have a good load assignment based on the availability they have given use
considering the restrictions in the faculty‘s schedule‖ so that ―the teacher handles the same
subject‖ and ―it will not be hard for the teacher.‖ For I-6, not only does this structure allow for
some faculty members to ―do part-time work if they want,‖ but, moreover, they noted it upholds
the college‘s culture of ―not giving different subjects‖ to enable ―ease‖ and ―mastery of teaching
the subject.‖ Lastly, I-6 shared the college‘s practice of embracing team teaching ―wherein
within a class, there are more than one faculty assigned.‖ For I-6, not only does this lead to
greater college effectiveness where classes ―have several heads wherein they can share good
knowledge to their students,‖ but also wherein faculty members have ―assisting teachers‖ that
help in the current setup of online teaching and learning.
Conversely, I-7‘s emphasis was in regard to the college‘s apportioning of time for
developmental tasks and resource personnel to mentor of younger faculty member as an
approach to retention. For I-7, not only do ―we also coach and mentor them,‖ he continued, ―We
even do cross mentoring,‖ As he said, ―Mentoring the faculty is important in order to learn or
deliver to their students.‖ This approach to mentoring is believed in the college to yield greater
faculty retention, and I-7 confirmed, ―When you mentor the teachers well, they stay.‖ Lastly, I-8
was able to share a two-part perspective on how the college apportions its resources for the
82

keeping of its faculty prior to and during the pandemic. I-8 began by saying, ―I feel that teachers
are the priority and they have a lot of benefits,‖ and continued to refer how the college uses its
resources toward its faculty, noting, ―The school implemented training projects for the teachers.‖
I-8 continued to point out further that these expenditures were appreciated by the faculty, saying,
―We don‘t need to buy those things which are extra cost on our part,‖ and ―it also made out work
from home more convenient.‖ These narratives clearly demonstrated another majority
perspective from the HCRD that the college currently directs its resources toward its faculty to
support achieving greater college effectiveness goals.
Toward General Employee Well-Being
Another theme that emerged on how the college uses its resources for its faculty was on
general employee well-being. Two interviewees gave insights on how this theme has played out
in the college. I-1 claimed, ―When the pandemic struck, there was full support from the
administration,‖ and cited how ―the school is looking after the mental health and well-being of
teachers.‖ They further recounted, ―We had a series of webinars and we have an in-house
guidance counselor.‖ I-2 appeared to ascertain this claim by describing in simple words the
manner of how college resources are allocated; they noted, ―As much as possible that teacher
welfare is given priority.‖ These two perspectives shed light on another theme, albeit minor, that
some of the college resources were being directed toward faculty through general employee
well-being projects.
Toward Faculty Personal Needs
The last theme that emerged concerned college resources being used to address the
personal needs of faculty. A common topic discussed by four interviewees, I-3, I-5, I-6, and I-8,
pointed out instances that displayed how college resources were used to directly benefit the
83

personal needs of the school‘s faculty members. For example, I-3 shared, ―Teachers are having a
bit off a contribution like cooperative . . . they earn something or a little amount.‖ In addition, I-3
recalled another instance by narrating how faculty salaries and wages were prioritized over
campus maintenance expenses by stating, ―During the pandemic, the school was able to help the
teachers . . . no one was laid off, even if we closed some of our campuses.‖ For I-5, the faculty
members‘ personal needs to provide for their families once the pandemic started was partially
supported; they said, ―The school lends equipment to teachers even for teachers who want to
start a business,‖ which enabled some faculty members to create small businesses to make up for
the lost teaching load assignments brought about by the decrease in student enrollment.
In support, I-6 asserted, ―We do prioritize teachers when it comes to salary‖ as ―the bulk
of school resources go to salary,‖ I-6 continued to cite examples on how HCRD thought of
alternative and creative ways and means to ensure each faculty member avoided ―too much
vacancies in schedule‖ for the weekdays and to allow some of them ―during Saturdays and
Sundays, they can do part-time work if they want.‖ Lastly, I-8 described instances of college
resources being apportioned for the faculty‘s personal and emotional needs to have recognition.
I-8 noted, ―In terms of recognition, there are online celebrations of teacher‘s day and school
foundation day,‖ and despite being ―constrained by monetary factors‖ I-8 noted the college still
apportions time and means to celebrate faculty through simple means. These four accounts
demonstrated at least for half of the HCRD members, the college had used its resources to
directly benefit the personal needs of its faculty members.
Discussion for Organization Influences
This section discusses an overview of the preceding organization themes as referenced
with related literature. Tables 16 and 17, respectively. offer a summary of these themes, their
84

corresponding type, and number of citations, and an interpretation of these themes to showcase
how the assumptions presented in Table 4 of Chapter Two fared.

Table 16
Overview of Organization Themes, Type, and Citations
Type Theme Number of citations
Cultural model 1. Family-like worldview.
2. Welcoming attitude.
3. Trusting disposition.
6
5
1
Cultural setting 1. Toward student learning.
2. Toward college effectiveness.
3. Toward employee wellbeing.
4. Toward faculty personal needs.
5
5
2
4

85

Table 17
Interpretation for the Assumed Organizational Influences
Assumed organizational influences Type Interpretation
XYZ College needs to value faculty retention. Cultural model Low need
XYZ College needs resources and processes to support
faculty retention.
Cultural setting High need

Examining the three themes raised under cultural model, and how each of these themes
were shared by a majority the eight interviewees, revealed evidence that suggested a positive
cultural model was held by the college toward its faculty members. This model was
characterized by a family like worldview; a welcoming attitude toward faculty; and, to a certain
extent, a fair level of trust given to them. What or who an organization values can be answered
by auditing an organization‘s culture based on its philosophical worldview of how the world
works, and how individuals and groups behave from within (Clark & Estes, 2008; Gallimore &
Goldenberg, 2011). Because individuals‘ behaviors in organizations influence the attainment of
its sought performance goals (Costanza et al., 2015), studies that have offered insight to teacher
retention have substantiated that positive interpersonal relationships influence teacher decisions
of staying in schools (Kelchtermans, 2017; Raab, 2018). As such, a clear perceived alignment
between what or who an organization declares it values, and how an organization actually
conducts itself, creates a stabilizing force toward achieving extraordinary performance outcomes
(Clark & Estes, 2008). Because the resulting themes described favorability, openness, and trust
toward faculty members, the initial assumption that placed XYZ College as needing to value
teacher retention was interpreted as a low need.
86

The second assumption, which placed the need to have resources and processes to
support faculty retention, was interpreted as a high need. On one hand, the adequate presence of
material resources, and how their design functions to support essential processes and procedures,
are typically overlooked within organizations (Clark & Estes, 2008). On the other hand,
supporting the effective use of these resources requires leaders to align ways and means of how
these resources are mobilized to specifically achieve set organizational goals (Clark & Estes,
2008). Examining the cultural setting of the college within the view of how it expends resources
to retain its faculty revealed a variety of thematic pursuits that showed favorability. Although
funding toward student learning, teaching effectiveness, employee well-being, and personal
needs were clear examples of research-based strategies that support employee, teacher, and
faculty retention (Bopiah, 2021; Cardy et al., 2017; Ingersoll et al., 2019; Wang & Zhang, 2021),
the contextual effectiveness of these programs specific to XYZ College and the continuing
rationales to support the implementation thereof remains undetermined, because none of the
interviewees provided any mention of their evaluative basis. According to Clark and Estes
(2008), the only way to determine definitive answers that bridge the gap between
underperformance and performance improvement efforts is to examine program effectiveness
through performance assessment and evaluation. Assessment and evaluation, when done
systematically and equitably, not only provides constructive feedback that helps to deliver the
sought outcomes of a performance improvement initiative (Olivier, 2017), but also functions to
account for the resulting outcomes vis-à-vis the efforts exerted by its key decision makers,
implementers, and stakeholders (Mayer, 2011; Moreau, 2017).
The four themes described in detail how resources are spent toward a variety of pursuits
believed to deliver high faculty retention, but were not accompanied with any support processes
87

that assess and evaluate progress and results. The findings, therefore, indicated the need for XYZ
College to provide resources and processes to support faculty retention by way of
institutionalizing performance assessment and evaluation in the manner of how it uses its
resources to further its faculty retention goals.
Summary
To summarize, three general themes helped answer each of the three research questions
in this study to describe the prevailing knowledge, motivation, and organizational influences
experienced by the members of HCRD of XYZ College; these themes were believed to be
affecting the ability for the HCRD to achieve high faculty retention in the college. Table 18
presents these themes, alongside the specific research questions that I set out to explore.

Table 18
Summary of General Findings Themes for Knowledge, Motivation, and Organization
Research question General findings themes
What knowledge influences affect the ability of
HCRD members of XYZ College to
improve faculty retention?
Lack of coherent conceptual understanding
and metacognitive thinking on faculty
retention.
What motivational influences affect the ability
of HCRD members of XYZ College to
improve faculty retention?
Lack of new programs and activities that
help to support faculty retention goals.
What organizational influences affect the
ability of HCRD members of XYZ College
to improve faculty retention?
Lack of resources and support processes
(assessment and evaluation) to support
faculty retention goals.

88

In general terms, there existed three major thematic influences that appear to have
affected HCRD‘s ability to achieve high faculty retention performance at XYZ College. First, in
terms of knowledge influences, HCRD lacks coherent conceptual knowledge on faculty retention
and lacks metacognitive thinking for HCRD‘s collective performance toward achieving high
faculty retention. Second, in terms of motivational influences, XYZ College lacks new programs
and activities that help to support faculty retention goals. Last, in terms of organizational
influences, XYZ College lacks resources and support processes in terms of assessment and
evaluation to support achieving its faculty retention goals.

89

Chapter Five: Discussion
This study qualitatively examined the knowledge, motivation, and organizational
influences that had led to XYZ College‘s inability to reach its goal of achieving high faculty
retention. Using the Clark and Estes (2008) gap analysis framework as a lens for inquiry, eight
members of one stakeholder group of influence within the organization were interviewed to help
shed light on the issues at play in this study. I used these findings to propose solutions for
achieving the organizational goal of 98% faculty retention by 2026. The research questions that
guided this study were:
1. What knowledge influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
2. What motivational influences affect the ability of HCRD members of XYZ College to
improve faculty retention?
3. What organizational influences affect the ability of HCRD members of XYZ College
to improve faculty retention?
Findings
This section provides for a deeper discussion of the thematic findings relative to extant
literature. Tables 19, 20, and 21 present a summary of the knowledge, motivation, and
organizational themes that help guide the reader as they navigate through the discussion.

90

Table 19
Summary of Knowledge Themes
Type Themes
Factual

1. Plays a key role in the success of the college.
2. Secures the knowledge capital held in the college.
3. Ensures continuity in the teaching and learning process in the college.
4. Helps to promote college culture and identity.
Conceptual 5. Familiarity of college goals.
6. Support for college improvement.
7. Delivering quality college education.
8. Building trust in the college.
9. Exemplification of college core values.
Metacognitive 10. Advocating for better compensation and benefits.
11. Providing greater clarity to faculty professional development programs.
12. Maintaining proactive professional relationships.
13. Providing additional faculty resources.

Table 20
Summary of Motivation Themes
Type Motivation themes
Confidence 1. Positive beliefs in oneself.
2. Self-affirming attitude for personal ability and experience.
Interest 3. Reviewing salary and benefits.
4. Advancing professional development.
5. Recognizing and rewarding achievements.
6. Seeking accountability.
7. Encouraging dialogue.

91

Table 21
Summary of Organization Themes
Type Theme
Cultural model 1. Family-like worldview.
2. Welcoming attitude.
3. Trusting disposition.
Cultural setting 4. Toward student learning.
5. Toward college effectiveness.
6. Toward employee wellbeing.
7. Toward faculty personal needs.

Knowledge Themes
Themes 1 to 4 under factual knowledge showed alignment with literature on the
fundamental propositions of what teacher retention is, and why it matters for schools. The first
theme, for example, explained teachers play a crucial role in the attainment of college goals. This
assertion aligned well with what scholars have noted about teacher retention as having direct
effects on improving student learning and achievement in schools; among many others, teacher
retention is a key indicator of success in school performance improvement goals (Ingersoll,
2001; Springer et al., 2016).
The second theme placed faculty retention as a way of securing knowledge capital held in
the college. This theme showed agreement with what authors have observed in high-performing
schools as featuring strong faculty membership possessing a unique credential of accumulated
knowledge and experience acquired from years of continuing practice (Chetty et al., 2014;
Clotfelter et al., 2010). The third theme framed faculty retention as an enabler to the continuity
of teaching and learning processes in the college, and appeared to consolidate two views in
literature. First, schools and colleges that have a focused attention on reducing teacher turnover
92

are able to provide effective knowledge workers who can address student learning issues from
both latitudinal and longitudinal perspectives (Atteberry et al., 2017; Hanushek et al., 2016;
Jackson, 2018; Ronfeldt et al., 2013). Second, teachers who stay long term in a school possess
the needed expertise, experience, and qualifications to ensure consistent access to high-quality
pedagogy (Harris & Sass, 2011; Ladd & Sorensen, 2017). These insights in literature suggest
that pursuing faculty retention functions to support learner access by way of both quality
instruction and effective teachers. The fourth, and last, theme under factual knowledge described
faculty retention as a means of promoting college culture and identity. According to some
scholars, the manner of how a school champions teachers and students on a daily basis over
years of pursuing greater performance outcomes through continuous practice improvements not
only result in gains for student learning outcomes, but also builds school credibility, reputation,
and trustworthiness (Leithwood & Azah, 2016; Leithwood & McCullough, 2016). Although not
directly defined in the context of school culture and identity, the insights of Leithwood and Azah
(2016) and Leithwood and McCollough (2016) appeared to be unopposed to the idea that
pursuing faculty retention is a way of creating a positive learning environment for its people.
Additionally, faculty retention may even be considered as complementary to strengthening
college culture and identity for the ontological aspect of college performance expectations held
by its stakeholders.
Themes 5 to 9 under conceptual knowledge likewise concurred with available literature
on the conceptualizations of faculty retention relative to the beneficial outcomes it brings to a
school or college, and how pursuing faculty retention helps in the accomplishment of a college‘s
purpose, mission, goals, and objectives. For example, Theme 5 posed familiarity with college
goals as one of the beneficial outcomes of faculty members staying long term. According to
93

Fullan (2002), veteran and experienced teachers outperform novice teachers primarily due to
their prior knowledge and practice experiences in dealing with a variety of learner backgrounds.
In light of achieving school-earning goals, teachers who have year over year attended to
individual- and group-level student needs through their continued presence and commitment
helps to achieve a school‘s sought educational outcomes in the short-, medium-, and long-term
timelines for its learners in general (Leithwood & McCollough, 2016).
In a similar manner, Theme 6 related to how faculty retention functions to support
college improvement. Hajisoteriou et al. (2018) argued school improvement initiatives require
keeping faculty members and other support staff long term, as school developmental projects are
typically extensive in nature and demand constant attention, supervision, and follow-up from
leaders, teachers, and school support personnel sustained throughout a number of succeeding
years. Theme 7, which posited that faculty retention is an enabler to delivering quality college
education to learners, reiterated the general idea offered by Theme 3. In view of delivering
quality education to learners, Pont (2008) offered one insight to poorly performing schools
aspiring to turn their schools around, especially in closing learning gaps at the classroom level:
through better recruitment, retention, and development of effective teachers. Theme 8 sought to
offer trust as an intangible beneficial outcome for a college pursuing faculty retention efforts. In
a study by Schuls and Flores (2020), school districts in the United States that implemented direct
or indirect means of encouraging teachers to stay through teacher-friendly policies and programs
oriented at growth and development resulted in greater trust and openness in the school‘s
environment, which in turn reduced teacher attrition and turnover.
Lastly, the final theme under conceptual knowledge framed teacher retention pursuits as a
form of enactment of the college‘s core values. School leaders and superintendents who value
94

academic freedom, respect for teachers, autonomy in decision making, and diversity of thought
achieve greater teacher retention by fostering a school environment that guarantees a safe space
for learning and discussion where all voices can be heard (Ingersoll, 2001; Schuls & Flores,
2020). This epistemology resembles how Schein (2017) described the work of values-based
leaders: embedding organizational policy and practice, with the core values being espoused by
the organization.
Finally, Themes 10 to 13 under metacognitive knowledge also showed agreement with
literature when describing the strategic nature of pursuing teacher retention. Because leaders
have to be strategic about the interventions they select to effectively solve complex
organizational issues (Hallinger & Heck, 1998), reflecting on past failures could significantly
improve future action (Barley, 2012). Theme 10 suggested better compensation and benefits
could have influenced more faculty members to stay in the college.
Compensation has always been a perennial issue and topic of discussion for schools,
colleges, and universities in the Philippines (David et al., 2019). Despite being a regulated
profession, salaries in the Philippines rank relatively low and stagnant compared with other
licensed occupations (Tancinco, 2016), and is a primary reason why teachers and other
knowledge workers in the Philippines often leave for other countries (Balgoa, 2019). However,
regardless of any effort to redesign compensation as a means of keeping employees satisfied,
turnover rates may remain unchanged without equity in pay (Thomas, 2013). This finding
suggests that efforts to improve compensation should not be solely based on a monetary or
economic perspective, but also from an equity lens. Theme 11 offered an insight that providing
greater clarity to institutional plans specific to faculty professional development could have
yielded more gains in the faculty retention performance of the college. According to Clark and
95

Estes (2008), employees tend to disengage when goals are not clear. As a guide to performance
and direction, the absence of specific goals communicated directly and effectively to employees
typically leads to employee individual pursuits rather than collective efforts that work toward
organizational goals. In addressing performance issues such as faculty retention, Clark and Estes
(2008) suggested leaders set concrete, challenging, and current goals that directly support the
larger goals of the organization.
Theme 12 placed emphasis on the lack of attention to the role of social and professional
relationships as a consideration for employee and teacher decisions of staying or leaving.
Researchers have similarly placed importance on how teachers relate with others in the school
system as a social driving force influencing teacher resignations and turnover (Buchanan et al.,
2013; Lindqvist et al., 2014). A primary cause for personal demotivation, interpersonal conflicts
(e.g., lack of autonomy, a lack of guidance from superiors, and reduced freedoms at work)
eradicates the socioemotional climate and leads people to both job dissatisfaction and decreased
work motivation (Clark & Estes, 2008; Madigan & Kim, 2021; Raab, 2018). This finding
suggests that leaders have to be more mindful of the impressions one leaves to others, given it
affects people‘s perceptions of their own abilities and beliefs about the workplace setting (Clark
& Estes, 2008). Theme 13 offered a reflective thought that greater availability of faculty
resources could have enabled Human Capital and Resources Department (HCRD) to achieve a
higher faculty retention performance for XYZ College. Clark and Estes (2008) pointed out that
material resource availability can easily be overlooked by organizations that, in turn, negatively
affect performance. Considered as a barrier, the unavailability of needed tools and equipment
affects how work is effectively carried out by its people, resulting in implicit and unconscious
negative perceptions of the workplace, work processes, and work culture (Clark & Estes, 2008).
96

Motivation Themes
Themes 1 and 2 under confidence were coherent with literature on confidence and
attitude as potent motivational influences to individual and group performance. For example,
Theme 1 described HCRD members as having positive views of themselves in terms of
confidence and ability for the future task of improving faculty retention; this finding indicated
direct support to motivational research that has placed emotional self-perceptions and one‘s
positive affective state as facilitators to the activation of task pursuits (Clark & Estes, 2008;
Pekrun, 2017).
Similarly, Theme 2 characterized the HCRD as having a likewise positive view of
themselves due to past successes and experience, which aligned well with Clark and Estes‘s
(2008) premise that personal expectancies and perceived control over tasks serve as primary
considerations for favorable human decisions that engender individual effectiveness. Although it
was evident that the perceived confidence levels held by each of the eight interviewees were all
relatively high based on personal background attributions, researchers have consistently noted
that people typically tend to become overconfident or under confident by overestimating or
underestimating their capabilities and misattributing previous successes or failures. Such
misalignment can lead to improper use of knowledge, misdirection of mental and physical effort,
and poor resulting outcomes for future undertakings (Ambrose et al., 2010; Clark & Estes, 2008).
Themes 3 to 7 under interest showed alignment with literature on the role of personal and
situational interest affecting individual and group performance and motivation. Although all
themes emerged from a line of questioning that sought to inquire on new activities or programs
that could help more teachers to remain in the college, opinion-seeking questions possess an
intention to elicit insights that are of value, importance, and interest to people (Patton, 2002).
97

This finding suggested that Themes 3, 4, 5, 6, and 7 could be considered activities on which the
interviewees placed importance and personal interest, and which participants cited as desirable
for the organization. While improving compensation and pay for teachers is essential, existing
teacher retention strategies include offering professional development opportunities for faculty
members, recognizing and rewarding them, enforcing accountability, and including their voices
in college decision making (C. Alexander et al., 2020; Boone, 2015; Ingersoll et al., 2019;
Kariuki, 2020; Newton et al., 2014; Perryman & Calvert, 2020; Sandhya & Kumar, 2011; Wang
& Zhang, 2021). These themes offered new insight to the prospect of: (a) what the college
actually lacks attention toward, and (b) what objectives the HCRD members are interested in
pursuing to achieve greater faculty retention performance in the college. Research on personal
and situational interest has offered the argument that one is intrinsically motivated when one
does something of their personal interest, because people have innate psychological needs that
require experiencing competence, autonomy, and relatedness by expending ability effortlessly to
activities that are either personally chosen or found to be interesting (Harackiewicz & Knogler,
2017). Organizations, therefore, can benefit from this concept by designing effective
interventions and creating new tasks that build on existing individual interest to elicit active
choice, persistence, and mental effort for tasks that lead to improved organizational performance
(Clark & Estes, 2008; Harackiewicz & Knogler, 2017).
Organization Themes
Themes 1 to 3 under cultural model showed concurrence with literature on positive
aspects within an organizational culture that helps to facilitate organizational change, success,
and greater performance. Theme 1 presented an ontological view of the faculty as family
members and the college as a second home to faculty, students, and staff; this theme can be
98

considered an example of a cultural model that values the symbolic realities held by the
organizational members (Kezar, 2001).
On the aspect of keeping faculty members in a college, Schein (2017) offered insight for
leaders to consider the prevailing beliefs, values, and assumptions held by their communities to
move forward toward organizational transformation. For organizations such as schools, colleges,
and universities that hold high symbolic importance in its processes, how people conduct
themselves highlights what or who an organization values (Bolman & Deal, 2017; Burke, 2018;
Northouse, 2019). Theme 2 offers a description of the prevailing attitude toward faculty as
welcoming, which can be considered as a positive attribute in view of characterizing and
assessing an organization‘s cultural profile (Clark & Estes, 2008). Because one‘s attitude reveals
their psychology of the workplace which, in turn, influences the overall climate in an
organization (B. Schneider et al.,, 1996), a welcoming attitude toward other organizational
members helps to strengthen a ―we‖ culture. Such a culture facilitates greater valuing of
collective efforts working toward achieving organizational goals (Clark & Estes, 2008). Theme 3
gives insight to the HCRD as having a trusting disposition toward its faculty, which can be
considered a direct support toward strengthening an organizational culture of trust by spreading
positive emotions for teachers (Rueda, 2011). Regarded as a sanitary condition to cure
organizational dysfunctions or poor performance, creating a culture of trust begins with
individuals and team members starting to bestow trust to each other by being honest in one‘s
words and deeds and being explicit with what they value at work (Lencioni, 2002). For team-
based organizations, trust and confidence toward each other not only functions to motivate others
in pursuing organizational goals, but also engenders collaboration as a shared value in addressing
complex organizational problems (Clark & Estes, 2008).
99

Themes 4 to 7 showed a likewise agreement with literature as to where college resources
ought to be apportioned for improving college performance, human capital, and faculty talent.
Themes 4 and 5 posited that college resources being directed toward student learning and college
effectiveness goals demonstrate how organizational resources not only function to aid employees
in the performance of their tasks, but also aid in the maintenance of the value chains and streams
from within the organization to accomplish the delivery of its goals (Clark & Estes, 2008).
Educational leaders have to optimize the use of their resources to achieve greater human and
social capital for their stakeholders (Shirley, 2017); thus, funding toward institutional learning
and effectiveness goals that are believed to benefit the greatest number of stakeholders have
always been a focal point of executive leadership decision making to evaluate proposed program
interventions (Levin et al., 2018). Expending institutional resources toward improving teaching
and learning effectiveness pursuits not only makes economic sense to help to retain teachers and
faculty, but it also demonstrates a school‘s commitment toward prioritizing stakeholder
advancement (Brantlinger et al., 2020; Kariuki, 2020; Sackmann et al., 2009; Trevor, 2013).
Themes 6 and 7 posit college resources are used to benefit employee well-being and faculty
personal needs, implying attempts must be made to achieve equity in the manner of how
organizational resources are allocated. For example, capital expenditures toward employees send
a message of performance support (Clark & Estes, 2008).
Alternatively, schools, colleges, and universities that spend on programs believed to be
worthwhile demonstrate organizational willingness to avoid losses (Levin et al., 2018). Finally,
current funding for program investments are seen as present incentives for future risks (Wheelan,
2019). In terms of achieving net gains on faculty members retained, scholars have long advised
leaders to exercise greater equity in the giving of compensation, monetary, and nonmonetary
100

benefits for teachers and employees (Ingersoll, 2001; Ingersoll et al., 2019; Trevor, 2013).
However, upon close examination of the responses of all eight interviewees as a whole, one
crucial element that determines program effectiveness appeared to be missing: the use of
program evaluation. Although it appeared that there are multiple programs being supported by
the college to help keep its faculty, participants was no mention of any evaluative processes for
these programs that help to justify these programs prior to, during, or after implementation in
specific relation to retaining faculty. Change programs typically fail within the first years of
implementation (Kezar, 2001), and one typical reason is the lack of use for tracking results
through systematic program evaluation (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016;
Levin et al., 2018). Despite this issue being a common occurrence in organizations, education
leaders ought to exercise multidimensional thinking by applying various models of change to
help maximize performance yields through starting a practice of evaluation for the intervention
programs they implement (Brijball, 2012; Hallinger & Heck, 1998; Kezar, 2001; Levin et al.,
2018).
Implications for Practice
This study informs better practice for education leaders seeking organizational change
specific to improving the faculty retention performance in their schools, colleges, or universities.
First, through a review of existing literature, faculty retention as a problem of practice emerged
as a complex issue that school leaders and organizational change scholars must resolve based on
contextual factors. Because the literature offered no widely accepted singular theory as to how
teachers or faculty members can effectively be retained (Williams & Kritsonis, 2007), a way of
uncovering prospective solutions was to explore the underlying factors as to why their
institutions are unable to keep talented teachers and faculty (Newton et al., 2014). The Clark and
101

Estes (2008) gap analysis framework as a lens for inquiry can help education leaders and
organizational change practitioners be guided in determining the major influences at play
through an inward-focused attention to research-based key areas (e.g., knowledge, motivation,
organization) typically found to be root causes for underperformance. Second, by mapping out
the knowledge influences within an organization, specific gaps in what or how people know can
accurately be identified and effectively be addressed through the proper clarification,
introduction, and acquisition of the needed knowledge through new learning and discovery
(Ambrose et al., 2010; Clark & Estes, 2008). Third, by examining the motivational influences
within an organization, presumptive attributions on why people disengage or are unable to persist
further on work pursuits are placed in proper perspective, enabling the appropriate means of
providing support to shift beliefs that move individuals and groups toward greater action (Clark
& Estes, 2008). Fourth, examining the organizational influences within an organization
highlighted the culture, context, and setting from an environmental perspective, reflecting the
ontological and epistemological aspects that help to explain how people think, act, and behave in
the workplace in anticipation of transformational change and new performance goals (Clark &
Estes, 2008; Kezar, 2001). Lastly, by conducting research on distinct factors describing current
phenomena as units of analysis, clear evidence was provided to leaders and managers to enable
the accurate diagnosis of performance problems and serve as a rational basis for reforms in
action toward achieving improved outcomes (Bronfenbrenner, 1979; Buckingham & Coffman,
1999; Olivier, 2017). As leaders seek to develop sustainable change in their organizations (B.
Schneider et al., 1996), fostering organizational learning through reflective practices, providing
good rationales for change, facilitating shared communication, ensuring mutual consideration of
102

others, and accepting shortcomings serve as key handles that function to help organizations move
toward a future of success (Burke, 2018).
This study also informs better practice for the HCRD members of XYZ College to help
achieve its 98% faculty retention performance goal by 2026. Through the precise identification
and validation of context-specific knowledge, motivations, and organizational influences
affecting HCRD members‘ abilities to achieve high faculty retention, new goals and key areas of
improvement can now be mapped out. This mapping not only helps to direct attention to the
specific policies and practices needing reform, but also in the effective design of interventions or
programs that aim to facilitate and deliver transformative knowledge, motivation, and
organization as new resources for the HCRD in accomplishing its goals.
In response to the three general thematic findings offered in Table 18, I propose three
general recommendations, as seen in Table 22. The first recommendation is to build further
HCRD knowledge. Because I found factual knowledge on faculty retention was present, building
further knowledge is a way of enhancing HCRD capacity by offering an educational program
that aims to unify conceptual knowledge on faculty retention in the context of the college,
alongside starting new workplace-specific habits of reflective thinking on past, present, and
future performance on faculty retention. This recommendation a feasible option because prior
knowledge is used as a leverage to develop other higher forms of knowledge leading to greater
learning and performance (Ambrose et al., 2010; Mayer, 2011).
The second recommendation is to sustain HCRD motivation. All eight HCRD members
were able to identify past aspects of their individual performance that led them to share ideas of
future activities that they found of potential interest to improving the faculty retention
performance of the school; they relatedly noted sustaining their personal and self-motivational
103

interests enables them to make better use of their high levels of confidence and interest. HCRD
members should thus be given an opportunity to develop, design, and pursue their own
programs, which can greatly improve the faculty retention performance of the college. This path
is logical and research-based, because activating and building upon the personal interests of
people can increase learning and motivation through personal choice, control, and autonomy
over tasks (Schraw & Lehman, 2001).
The third recommendation is for the college to provide support for HCRD through
assessment and evaluation training. A lack of specific processes in terms of assessment and
evaluation for the use of college resources to support faculty retention performance goals was
evident, despite the availability of funding and other tangible resources provided by the college.
HCRD should be given the opportunity to receive specialized training on program assessment
evaluation to help build its own decision-making capacity for approaching sustainable means to
achieve high faculty retention. This path optimizes leadership, governance, and accountability as
a culture of self-assessment and self-evaluation for program undertakings, and harnesses a course
of action for achieving and sustaining high performance through a culture of evidence-based
decision making for long-term pursuits (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016).

104

Table 22
Proposed Recommendations and Theoretical Basis
General thematic
findings
Proposed recommendations Theoretical basis
Knowledge: lack of
coherent
conceptual
understanding and
metacognitive
thinking on faculty
retention.
Build further HCRD knowledge
by offering an educational
program that aims to unify
conceptual knowledge on
faculty retention and provides
practice for reflective
thinking on the collective
performance for improving
faculty retention in the
college.
Prior knowledge can either help
or hinder learning (Ambrose
et al., 2010); Learning and
motivation are enhanced
when learners set goals,
monitor their performance,
and evaluate their progress
toward achieving their goals
(Mayer, 2011).
Motivation: lack of
new programs and
activities that help
to support faculty
retention goals.
Sustain HCRD motivation by
providing HCRD the
opportunity to implement
personalized programs that
aim to improve faculty
retention in the college.
Activating and building upon
personal interest can increase
learning and motivation by
way of providing choices and
control over tasks (Schraw &
Lehman, 2001).
Organization: lack of
resources and
support processes
(assessment and
evaluation) to
support faculty
retention goals.
Provide HCRD organizational
support through assessment
and evaluation training to
build greater decision making
capacity for the use of college
resources aimed at supporting
faculty retention.
Assessing and evaluating
progress and results is an
effective way to close
performance gaps and to
improve decision making
(Clark & Estes, 2008;
Kirkpatrick & Kirkpatrick,
2016).

Future Research
Three future research considerations are offered to help in further understanding faculty
retention not only for the benefit XYZ College, but also for other organizational change leaders
and researchers examining a similar problem of practice. In terms of the timing of when this
research was conducted, the responses of the interviewees could have been influenced by the
COVID-19 global pandemic. As the interviews were conducted amid a global crisis situation,
105

individual perceptions for past, current, and future insights on learning, teachers, and teaching—
along with new realizations on the role of schools, colleges, and universities and their leaders—
may have yet to settle in relation to the ongoing changes in national policies affecting the
educational landscape of the Philippines. Because individual conceptualizations on faculty
retention may have shifted over the course of the pandemic, this study may not have accounted
for these nuances. Future data gathering, therefore, should be conducted post-pandemic.
On how this research may be repeated or used again for other research projects from
within or outside the organization, future data collection that widens the participation of other
key stakeholder groups of influence (e.g., teachers, students, and parents) would lead to deeper
understanding of faculty retention and would further build on what was learned from this study.
Not only would this approach yield greater diversity of thoughts, but it would also yield
supporting insights to help shed light on other related problems of practice within a school
system, such as employee retention and student retention.
In terms of achieving research continuity, a follow-up study using the same method and
instrument should be conducted 1 year after implementation of the three proposed
recommendations for the organization. This follow-up study would assess if favorable changes in
knowledge, motivation, and organizational influences could be observed by the HCRD in
relation to the actual faculty retention performance at that time, and if further refinements for the
implemented knowledge, motivation, and organizational programs are needed to push
organizational change toward attaining high faculty retention performance in the college.
Conclusion
Through the Clark and Estes (2008) gap analysis framework, this study was able to
surface specific knowledge, motivation, and organization influences that help to shed light on the
106

issues that affect a college‘s faculty retention performance. The qualitative findings have shown
that a lack of specific conceptual and metacognitive knowledge on faculty retention, the lack of
new programs supporting faculty retention, and the lack of support processes in terms of
assessment and evaluation for ongoing faculty retention programs all attribute to why a college is
unable to meet its faculty retention performance goals.
Achieving high faculty retention performance requires education leaders and decision
makers to investigate the underlying root causes instead of taking immediate action based solely
on assumptions without scientific validation. Through systematic assessment of knowledge,
motivation, and organizational factors, leaders are then able to evaluate their practices better
based on concrete evidences that help guide decision making toward greater performance and
improved organizational outcomes. In retrospect, these discoveries have underscored the value
and importance of using literature; engaging in research; practicing reflection; and seeking new
learning for oneself, for other people, and for organizations to achieve transformative change in
dealing with complex educational problems of practice such as low faculty retention at a college.
From my perspective as a scholar and practitioner of education and change leadership,
problem solving remains to be both an art and science requiring reason and imagination to
surface the hidden answers that add vitality, meaning, wisdom, and beauty to human life. I have
realized that in qualitatively examining an organizational problem of practice by including the
voices and perspectives of people from within, one can gain deeper understanding of the studied
phenomenon that transcends areas of knowledge, motivation, and organization. When executive
leaders set aspiring change goals indisputable to the goodness of its purpose, not only it is
fundamental that the overall human capital and organizational support components are present
107

and complete, but moreover, it is also crucial that the individuals comprising the organization
find themselves ready and willing for change, regardless of ability.
How a change leader becomes successful is not necessarily dependent upon the resulting
choices or outcomes made by individuals, people, or organizations. With openness to any current
state, it is as prudent for a change leader to appreciate the past and present as it is to help shape
an inspiring vision of the future. The change leader humbly provides scaffold to the in-between
processes as a champion of learning. Power, choice, action, and success remain within the
individuals, people, and organizations as they continue reaching out and fulfilling their destinies,
because human capacity has always been limitless.

108

References
Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and
student achievement. Educational Evaluation and Policy Analysis, 39(1), 54–76.
https://doi.org/10.3102/0162373716663646
Agarao-Fernandez, E., & De Guzman, A. B., (2005). Contextual realities of teacher education in
the Philippines. Educational Research for Policy and Practice, 4(2005), 129–144.
https://doi.org/10.1007/s10671-005-3360-7
Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and
teams, organizations, and society. Annual Review of Psychology, 60(1), 451–474.
http://doi.org/10.1146/annurev.psych.60.110707.163505
Ahmed, S. (2007). The language of diversity. Ethnic and Racial Studies, 30(2), 235–256.
https://doi.org/10.1080/01419870601143927
Ainscow, M. (2012). Developing equitable education systems. Routledge.
Alexander, C., Wyatt-Smith, C., & Du Plessis, A. (2020). The role of motivations and
perceptions on the retention of in-service teachers. Teaching and Teacher Education,
96(1), Article 103186. https://doi.org/10.1016/j.tate.2020.103186
Alexander, P., Schallert, D., & Reynolds, R. (2009). What is learning anyway? A topographical
perspective considered. Educational Psychologist, 44(3), 176–192.
https://doi.org/10.1080/00461520903029006
Allen, R., & Sims, S. (2018). The teacher gap. Routledge.
Alper, S., Tjosvold, D., & Law, K. (2000). Conflict management, efficacy, and performance in
organizational teams. Personnel Psychology, 53(3), 625–642.
https://doi.org/10.1111/j.1744-6570.2000.tb00216.x
109

Al-Sohaim, H. S., Montasser, W. Y., & Al Manhawy, A. A. (2016). The effect of knowledge
management on organizational performance through total quality management.
International Journal of Scientific & Engineering Research, 7(9), 1–16.
https://www.ijser.org/researchpaper/The-Effect-of-Knowledge-Management-on-
Organizational-Performance-through-Total-Quality-Management.pdf
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works. Jossey-Bass.
American Federation of Teachers. (2009). Importing educators: causes and consequences of
international teacher.
https://www.aft.org/sites/default/files/importingeducators_2009.pdf
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching,
and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.).
Longman.
Angara, S. M. (2019, July 19). Higher salaries for our public-school teachers. Business Mirror.
https://businessmirror.com.ph/2019/07/19/higher-salaries-for-our-public-school-teachers/
Anonymous. (2008). Characteristics of the world‘s high-performing school systems. Gifted Child
Today, 31(1), 8–9.
Appleton, S., Sives, A., & Morgan, W. J. (2006). The impact of international teacher migration
on schooling in developing countries—The case of Southern Africa. Globalisation,
Societies and Education, 4(1), 121–142. https://doi.org/10.1080/14767720600555194
Ashiedu, J. A., & Scott-Ladd, B. D. (2012). Understanding teacher attraction and retention
drivers: Addressing teacher shortages. Australian Journal of Teacher Education, 37(11),
17–35. https://ro.ecu.edu.au/ajte/vol37/iss11/2/
110

Atteberry, A., Loeb, S., & Wyckoff, J. (2017). Teacher churning: Reassignment rates and
implications for student achievement. Educational Evaluation and Policy Analysis, 39(1),
3–30. https://doi.org/10.3102/0162373716659929
Balgoa, N. (2019). Filipino English teachers in Japan: ―Nonnativeness‖ and the teaching and
learning of English. Journal of Language Teaching and Research, 10(2), 256–263.
https://doi.org/10.17507/jltr.1002.06
Barley, M. (2012). Learning from reflective practice and metacognition: An anaesthetists‘s
perspective. Reflective Practice: International and Multidisciplinary Perspectives, 13(2),
271–280. https://doi.org/10.1080/14623943.2012.657792
Betancourt, J. R. (2020). The path to equity in healthcare leads to high performance, value, and
organizational excellence. Journal of Healthcare Management, 65(1), 7–10.
https://doi.org/10.1097/JHM-D-19-00257
Bogler, M. (n.d.). What’s the difference between diversity, inclusion, and equity? General
Assembly Blog. https://generalassemb.ly/blog/diversity-inclusion-equity-differences-in-
meaning/
Bolman, L., & Deal, T. (2017). Reframing organizations (6th ed.). Jossey-Bass.
Boone, J. (2015). Leading learning organizations through transformational change: Making the
case for blended learning. International Journal of Educational Management, 29(3),
275–283. https://doi.org/10.1108/IJEM-06-2013-0096
Bopiah, M. (2021). Equity. Berrett-Koehler Publishers.
Boss, S. (2017). All together now: How to engage your stakeholders in reimagining school.
SAGE Publications.
111

Bourdersa, N. (2016) The importance of teachers‘ training and professional development
programs in the Algerian educational context: Toward informed and effective teaching
practices. Expériences Pédagogiques. https://exp-pedago.ens-oran.dz/experiences-
pedagogiques/contributions_numero1/nacera-BOUDERSA.pdf
Bourdon, J., Frolich, M., & Michaelowa, K. (2010). Teacher shortages, teacher contracts and
their effect on education in Africa. Journal of the Royal Statistical Society, 1(173), 93–
116.
Bovens, M., & Schillemans, T. (2014). Meaningful accountability. In M. Bovens, R. E. Goodin,
& T. Schillemans (Eds.), The Oxford handbook of public accountability (pp. 23–28).
Oxford University Press.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2008). The impact of assessment and
accountability on teacher recruitment and retention: are the unintended consequences?.
Public Finance Review, 36(1), 88–111. https://doi.org/10.1177/1091142106293446
Brantlinger, A., Grant, A. A., Miller, J., Viviani, W., Cooley, L., & Griffin, M. (2020).
Maintaining gaps in teacher diversity, preparedness, effectiveness, and retention? A
program theory evaluation of mathematics teacher training in the New York City teacher
fellows. Educational Policy, 1227–1260. https://doi.org/10.1177/0895904820951117
Brijball Parumasur, S. (2012). The effect of organizational context on organizational
development (od) interventions. Journal of Industrial Psychology, 38(1), 1–12.
https://doi.org/10.4102/sajip.v38i1.1017
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
112

Brown, B. (2008). Teacher migration impact: A review in the context of quality education
provision and teacher training in higher education in Southern Africa. South African
Journal of Higher Education, 22(2), 282–301.
Brown, C. A. (2019). Foreign faculty tokenism, English, and ―internationalization‖ in a Japanese
university. Asia Pacific Journal of Education, 39(3), 404–416.
https://doi.org/10.1080/02188791.2019.1598850
Brown, K. (2018, December 4). To retain employees, focus on inclusion—Not just diversity.
Harvard Business Review. https://hbr.org/2018/12/to-retain-employees-focus-on-
inclusion-not-just-diversity
Buchanan, J., Prescott, A., Schuch, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher
retention and attrition: Views of early career teachers. Australian Journal of Teacher
Education, 38(3), 1–19. https://doi.org/10.14221/ajte.2013v38n3.9
Buckingham, M., & Coffman, C. (1999). First break all the rules. Simon and Schuster.
Burke, W. (2018). Organizational change: Theory and practice (5th ed.). SAGE Publications.
Bush, T. (2018). Professional learning communities and school leadership: Empowering
teachers. Educational Management Administration & Leadership, 46(5), 711–712.
https://doi.org/10.1177/1741143218782316
Cabegin, E. C. A. (2013). Gendered labor supply response to Filipino spouses‘ overseas
migration and remittances. Asian and Pacific Migration Journal, 22(2), 147–175.
https://doi.org/10.1177/011719681302200201
Cammett, M. (2013). Interview research in political science. Cornell University Press.
113

Cardy, R. L., Miller, J. S., & Ellis, A. D. (2017). Employee equity: Toward a person-based
approach to HRM. Human Resource Management Review, 17(2), 140–151.
https://doi.org/10.1016/j.hrmr.2007.03.006
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers 2:
Teacher value-added and student outcomes in adulthood. American Economic Review,
104(9), 2633–2679. https://doi.org/10.1257/aer.104.9.2633
Chiswell, H. M., & Wheeler, R. (2016). ―As long as you‘re easy on the eye‖: Reflecting on
issues of positionality and researcher safety during farmer interviews. Area, 48(2), 229–
235. https://doi.org/10.1111/area.12257
Choo, H. H., Woo, T., Lee, S. J., & Eum, K. (2018). A study on the relationship between
organizational metacognition, positive psychological capital, dynamic capabilities and
organizational performance. Journal of the Korea Management Engineers Society, 23(2),
1–20. https://doi.org/10.35373/KMES.23.2.1
Chua, K. K., Mylenko, N., Chaudhury, N., Figueroa-Geron, C., Hayakawa, M., & Enerva, M.
(2013). Philippine development report: Creating more and better jobs. The World Bank
Group. http://documents.worldbank.org/curated/en/895661468092965770/Philippine-
development-report-creating-more-and-better-jobs
Clark, R., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Information Age Publishing.
Cleary, J. (2018). The number one factor in student success? Relationships with teachers.
Learning Sciences International. https://www.learningsciences.com/wp-
content/uploads/2020/06/ctccr_look_inside_updated_logo_2.pdf
114

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student
achievement in high school: A cross-subject analysis with student fixed effects. Journal
of Human Resources, 45(3), 655–681. https://doi.org/10.1353/jhr.2010.0023
Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Diaz, R. A. (2004). Do school accountability
system make it more difficult for low-performing schools to attract and retain high-
quality teachers? Journal of Policy Analysis and Management, 23(2), 251–271.
https://doi.org/10.1002/pam.20003
Cobbold, C., (2015). Solving teacher shortage problem in Ghana: Critical perspectives for
understanding the issues (EJ1082464). ERIC.
https://files.eric.ed.gov/fulltext/EJ1082464.pdf
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers. Journal of Teacher
Education, 55(5), 387–392. https://doi.org/10.1177%2F0022487104270188
Cook, J., (2018). Student demographics, school working conditions, and teacher mobility.
Applied Economics Letters, 25(21), 1499–1506.
https://doi.org/10.1080/13504851.2018.1430318
Costanza, D. P., Blacksmith, N., Coats, M. R., Severt, J. B., & DeCostanza, A. H. (2015). The
effect of adaptive organizational culture on long-term survival. Journal of Business and
Psychology, 31(3), 361–381. https://doi.org/10.1007/s10869-015-9420-y
Cowan, J., Goldhaber, D., Hayes, K., & Theobald, R. (2016). Missing elements in the discussion
of teacher shortages. Educational Researcher, 45(8), 460–462.
https://doi.org/10.3102%2F0013189X16679145
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
115

Cummings, T. C., & Worley, C. G. (2016). Organization development & change (10th ed.).
Cengage Learning.
Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How performance
assessments support 21st century learning. John Wiley & Sons.
Darling-Hammond, L., Sutcher, L., & Carver-Thomas, D. (2017). Why addressing teacher
turnover matters. Learning Policy Institute. https://learningpolicyinstitute.org/blog/why-
addressing-teacher-turnover-matters
David, C., Albert, J. R., & Vizmanos, J. F. (2019). Pressures on public school teachers and
implications on quality [Policy brief]. Philippine Institute for Development Studies.
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspn1901.pdf
Debnam, K. J., Milam, A. J., Bottiani, J. H., Jessika, H., & Bradshaw, C. P. (2021). Teacher-
student incongruence in perceptions of school equity: Associations with student
connectedness in middle and high schools. The Journal of School Health, 91(9), 706–
713. https://doi.org/10.1111/josh.13062
Dee, T. S., & Goldhaber, D. (2017). Understanding and addressing teacher shortages in the
United States. The Hamilton Project.
http://www.hamiltonproject.org/papers/understanding_and_addressing_teacher_shortages
_in_the_united_states
De Jesus, E. (2014, April 5). Misalignment in education? Business Matters.
https://opinion.inquirer.net/73269/misalignment-in-education
Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level
schools. The Elementary School Journal, 100(5), 473–490.
https://www.jstor.org/stable/1002280?origin=JSTOR-pdf
116

Den Brok, P., Wubbels, T., & Van Tartwiijk, J. (2017). Exploring beginning teachers‘ attrition in
the Netherlands. Teachers and Teaching: Theory and Practice, 23(8), 881–895.
https://doi.org/10.1080/13540602.2017.1360859
De Silva, M. J., Breuer, E., Lee, L., Asher, L., Chowdhary, N., Lund, C., & Patel, V. (2014).
Theory of change: A theory-driven approach to enhance the medical research council‘s
framework for complex interventions. Trials, 15(267), 1–12.
https://doi.org/10.1186/1745-6215-15-267
De Villiers, J. J. R., (2017). Career plans of final-year South African student teachers: Migration
to ‗greener pastures‘. Africa Education Review, 14(3–4), 212–229.
https://doi.org/10.1080/18146627.2017.1286942
Diaz, J. (2019, May 10). Public schools need 31,400 new teachers this year. The Philippine Star.
https://www.philstar.com/headlines/2019/05/10/1916660/public-schools-need-31400-
new-teachers-year
Di Gropello, E., Tan, H., & Tandon, P. (2010). Skills for the labor market in the Philippines. The
World Bank.
https://openknowledge.worldbank.org/bitstream/handle/10986/2514/578730PUB0Skil10
1Public10BOX353782B.pdf?sequence=1&isAllowed=y
Di Stasio, V. (2017). Who is ahead in the labor queue? Institutions‘ and employers‘ perspective
on overeducation, undereducation, and horizontal mismatches. Sociology of Education,
90(2), 109–126. https://doi.org/10.1177%2F0038040717694877
Djonko-Moore, C. (2016). An exploration of teacher attrition and mobility in high poverty
racially segregated schools. Race Ethnicity and Education, 19(5), 1063–1087.
https://doi.org/10.1080/13613324.2015.1013458
117

Dubnick, M. (2014). The ontological challenge. In M. Boven, R. E. Goodin, & T. Schillemans
(Eds.), Oxford handbook of public accountability (pp. 649–654). Oxford University.
Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they
leave? British Education Research Journal, 42(1), 21–39.
https://doi.org/10.1002/berj.3193
Dwinal, M., (2015). Solving the nation’s teacher shortage. Clayton Christensen Institute for
Disruptive Innovation. https://www.christenseninstitute.org/publications/solving-the-
nations-teacher-shortage/
Dyer, J., Gregersen, H., & Christensen, C. (2011). Innovator’s DNA: Mastering the five skills of
disruptive innovators. Harvard Business School Press.
Elliot, A. J., Dweck, C. S., & Yeager, D. S. (2017). Handbook of competence and motivation
(2nd ed.). The Guilford Press.
Elmore, R. (2005). Accountable leadership. The Educational Forum, 69(2), 134–142.
https://doi.org/10.1080/00131720508984677
Esguerra, D. J. (2018, October 25). DepEd urged to lighten teacher workloads following suicide
reports. Philippine Daily Inquirer. https://newsinfo.inquirer.net/1025288/deped-urged-to-
lighten-teacher-workloads-following-suicide-reports
Esmail, A., Pitre, A., & Aragon, A. (2017). Perspectives on diversity, equity, and social justice in
educational leadership. Rowman & Littlefield Publishers.
Faller, P., Lundgren, H., & Marsick, M. (2020). Overview: Why and how does reflection matter
in workplace learning? Advances in Developing Human Resources, 22(3), 1–16.
https://doi.org/10.1177/1523422320927295
118

Flinders, M. (2014). The future and relevance of accountability studies. In M. Bovens, R. E.
Goodin, & T. Schillemans (Eds.), The Oxford handbook of public accountability (pp.
661–672). Oxford Handbooks Online.
Foshay, W. R. (2010). Handbook for improving performance in the workplace: Instructional
design and training delivery (Vol. 1). International Society for Performance
Improvement.
Fullan, M. (2002). Principals as leaders in a culture of change. Educational Leadership, 1–16.
Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
36(1), 45–56. https://doi.org/10.1207/S15326985EP3601_5
Gavora, P. (2010). Sloval pre-service teacher self-efficacy: Theoretical and research
considerations. The New Educational Review, 21(2), 17–30.
Gist, C. D., & Hughes, C. (2018). Human resource development for racial/ethnic diversity: Do
school systems value teachers of color? Advances in Developing Human Resources,
20(3), 345–358. https://doi.org/10.1177/1523422318778014
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed). Pearson.
Govaerts, N., Kyndt, E., Dochy, F., & Baert, H. (2011). Influence of learning and working
climate on the retention of talented employees. The Journal of Workplace Learning,
23(1), 35–55. https://doi.org/10.1108/13665621111097245
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical
framework in dissertation research: Creating the blueprint for your house. Administrative
Issues Journal, 4(2), 12–26. https://doi.org/10.5929/2014.4.2.9
119

Gravett, L. S., & Caldwell, S. A. (2016). Learning agility: The impact on recruitment and
retention. Palgrave Macmillan.
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters. International
Journal of Training and Development, 15(1), 103–120. https://doi.org/10.1111/j.1468-
2419.2011.00373.x
Hajisoteriou, C., Karousiou, C., & Angelides, P. (2018). Successful components of school
improvement in culturally diverse schools. School Effectiveness and School
Improvement, 29(1), 91–112. https://doi.org/10.1080/09243453.2017.1385490
Hallinger, P., & Heck, R. H. (1998). Exploring the principal‘s contribution to school
effectiveness: 1980–1995. School Effectiveness and School Improvement: An
International Journal of Research, Policy, and Practice, 9(1), 157–191.
https://doi.org/10.1080/0924345980090203
Hanushek, E. A., Rivkin, S. G., & Schiman, J. C. (2016). Dynamic effects of teacher turnover on
the quality of instruction. Economics of Education Review, 55(1), 132–148.
https://doi.org/10.1016/j.econedurev.2016.08.004
Harackiewicz, J. M., & Knogler, M. (2017). Interest: Theory and application. In A. J. Elliot, C.
S. Dweck, & D. S. Yeager (Eds), Handbook of competence and motivation (2nd ed., pp.
334–352). The Guilford Press.
Harris, D. N., & Sass, T. R. (2011), Teacher training, teacher quality, and student achievement.
Journal of Public Economics, 95(1), 798–812.
Hattie, J. (2009). Visible learning: A Synthesis of over 800 meta-analyses relating to
achievement. Routledge.
120

Hermayawati, H. (2020). Teachers‘ efforts in understanding the factual, conceptual, procedural
and metacognitive assessment using the revised 2013 curriculum. International Journal
of Learning, Teaching and Educational Research, 19(5), 186–199.
https://doi.org/10.26803/ijlter.19.5.11
Hernando-Malipot, M. (2018, June 16). Teacher migration from private to public schools is a
problem. Manila Bulletin. https://news.mb.com.ph/2018/06/16/teacher-migration-from-
private-to-public-schools-is-a-problem/
Howard, T. (2003). Who receives the short end of the shortage? Implications of the U.S. teacher
shortage on urban schools. Journal of Curriculum and Supervision, 18(2), 142–160.
Ibe, M. (2004). Trends and issues in graduate education research: Focus on ethics in research.
[Paper presentation]. 2004 General Assembly of PAGE-NCR, Manila, Philippines.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis.
American Educational Research Journal, 38(3), 499–534.
https://doi.org/10.3102%2F00028312038003499
Ingersoll, R., & May, H. (2012). The magnitude, destinations, and determinants of mathematics
and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435–
464. https://doi.org/10.3102/0162373712454326
Ingersoll, R., May, H., & Collins, G. (2019). Recruitment, employment, retention and the
minority teacher shortage. Education Policy Analysis Archives, 27(37), 1–42.
https://doi.org/10.14507/epaa.27.3714
121

International Labour Organization Country Office for the Philippines. (2017). Decent work
country diagnostics: Philippines 2017. International Labour Organization.
https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-
manila/documents/publication/wcms_588875.pdf
Ismail, S. N., Don, Y., Husin, F., & Khalid, R. (2018). Instructional leadership and teachers‘
functional competency across the 21st century learning. International Journal of
Instruction, 11(3), 135–152. http://doi.org/10.12973/iji.2018.11310a
Jackson, C. E. (2018). What do test scores miss? The importance of teacher effects on non-test
score outcomes. Journal of Political Economy, 126(5), 2017–2107.
https://doi.org/10.1086/699018
Jacob, B. A., (2007). The challenges of staffing urban schools with effective teachers. The
Future of Children, 17(1), 129–153. https://doi.org/10.1353/foc.2007.0005
Jayathilake, H. D., Daud, D., Eaw, H. C., & Annuar, N. (2021). Employee development and
retention of Generation-Z employees in the post-COVID-19 workplace: A conceptual
framework. Benchmarking: An International Journal, 28(7), 2343–2364.
https://doi.org/10.1108/BIJ-06-2020-0311
Jibai, S., & Hammoud, K. (2020). Individual performance assessment within contemporary
organizations. A review of transformational systems for employee evaluation. Business
Excellence and Management, 10(2), 51–62.
https://econpapers.repec.org/RePEc:rom:bemann:v:10:y:2020:i:2:p:51-62
Johnson, L. S. (2011). Targeted comprehensive induction for urban educators: An exploration of
teacher motivation and retention. The New Educator, 7(2), 131–152.
https://doi.org/10.1080/1547688X.2011.574586
122

Kalogrides, D., & Loeb, S. (2013). Different teachers, different peers the magnitude of student
sorting within schools. Educational Researcher, 42(1), 304–306.
Kaplan, D. M., Wiley, J. W., & Maertz Jr., C. P. (2011). The role of calculative attachment in the
relationship between diversity climate and retention. Human Resource Management,
50(2), 271–287. https://doi.org/10.1002/hrm.20413
Kariuki, A. (2020). Motivation and retention of teachers in private secondary schools in Kenya.
International Journal of Research in Business and Social Science, 9(6), 191–201.
https://doi.org/10.20525/ijrbs.v9i6.909
Kelchtermans, G. (2017). Should I stay or should I go?: Unpacking teacher attrition/retention as
an educational issue. Teachers and Teaching, Theory and Practice, 23(8), 961–977.
https://doi.org/10.1080/13540602.2017.1379793
Kezar, A. (2000). Pluralistic leadership: Incorporating diverse voices. The Journal of Higher
Education (Columbus), 71(6), 722–743.
https://doi.org/10.1080/00221546.2000.11780840
Kezar, A. (2001). Theories and models of organizational change: Understanding and facilitating
organizational change in the 21st century: Recent research and conceptualizations.
ASHE-ERIC Higher Education Report, 28(4), 25–58.
Killian, S. (2018). 5 ways teachers can boost student results. The Evidenced Based Teaching
Organization of Australia. http://www.evidencebasedteaching.org.au/5-ways-teachers-
can-boost-student-results/#footnote_0_786
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2010). ROE‘s rising star: Why return on expectations is
getting so much attention. Training & Development, 60–64.
123

Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation.
Association for Talent Development.
Koett, C. (2020). Critical factors impacting the exodus from teaching ranks: An evaluative study
of an independent Christian school [Doctoral dissertation, University of Southern
California]. USC Libraries. http://libraries.usc.edu
Kondakci, Y., & Beycioglu, K. (2014). Principal leadership and organizational change in
schools: A cross-cultural perspective. Journal of Organizational Change Management,
27(3), 788–807. https://doi.org/10.1108/JOCM-06-2014-0111
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts,
teacher turnover, and student achievement: Evidence from panel data. American
Educational Research Journal, 53(5), 1411–1449.
https://doi.org/10.3102/0002831216667478
Krathwohl, D. R. (2002). A revision of Bloom‘s taxonomy: An overview. Theory into Practice,
41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Kuknor, S., & Bhattacharya, S. (2021). Organizational inclusion and leadership in times of
global crisis. Australasian Accounting, Business, & Finance Journal, 15(1), 93–112.
https://doi.org/10.14453/aabfj.v15i1.7
Kyndt, E., Dochy, F., Michielsen, M., & Moeyaert, B. (2009). Employee retention:
Organisational and personal perspectives. Vocations and Learning, 2(3), 195–215.
https://doi.org/10.1007/s12186-009-9024-7
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and
motivation in middle school. Education Finance and Policy, 12(2), 241–279.
https://doi.org/10.1162/EDFP_a_00194
124

Lamas, H. (2015). School performance (EJ1135350). ERIC.
https://files.eric.ed.gov/fulltext/EJ1135350.pdf
La Velle, L., & Kendall, A. (2020). A high-status, research-informed profession: The foundation
for successful teacher recruitment and retention? In T. Ovenden-Hope & R. Passy (Eds.),
Exploring teacher recruitment and retention (pp. 46–58). Routledge.
Lei, G., Zhiying, L., Rong, Y., & Lihua, F. (2021). Inclusive leadership, ambidextrous
innovation, and organizational performance the moderating role of environment
uncertainty. Leadership and Organization Development Journal, 42(5), 783–780.
https://doi.org/10.1108/LODJ-06-2020-0253
Leithwood, K., & Azah, K. N. (2016). Characteristics of high-performing school districts.
Leadership and Policy in Schools, 16(1), 27–53.
https://doi.org/10.1080/15700763.2016.1197282
Leithwood, K., & McCullough, C. (2016). Leading high-performing school districts: Nine
characteristics of effective districts and the leadership practices that achieve them.
Canadian Education Association, 56(1), 24. https://www.edcan.ca/articles/leading-high-
performing-school-districts/
Leithwood, K., Sun, J., & McCullough, C. (2019). How school districts influence student
achievement. Journal of Educational Administration, 57(5), 519–539.
http://doi.org/10.1108/JEA-09-2018-0175
Lencioni, P. (2002). The five dysfunctions of a team. Jossey-Bass.
Levin, H. M., McEwan, P. J., Belfield, C., Bowden, A. B., & Shand, R. (2018). Economic
evaluation in education (3rd ed.), SAGE Publications.
125

Lewis, L. (2019). Organizational change: Creating change through strategic communication
(2nd ed.). Wiley Blackwell.
Lindqvist, P., Nordanger, U. K., & Carlsson, R. (2014). Teacher attrition the first five years—A
multifaceted image. Teacher and Teaching Education, 40(2014), 94–103.
https://doi.org/10.1016/j.tate.2014.02.005
Loeb, S., Kalogrides, D., & Beteille, T. (2012). Effective schools: Teacher hiring, assignment,
development, and retention. Education Finance and Policy, 7(3), 269–304.
https://doi.org/10.1162/EDFP_a_00068
Lonsdale, M., & Ingvarson, L. (2003). Initiatives to address teacher shortage. Australian
Council for Educational Research. https://research.acer.edu.au/workforce/4
Lowe, J., Lin, X., & An Ghaill, M. M. (2016). Student-parent attitudes toward Filipino migrant
teachers in Indonesia, Asian and Pacific Migration Journal, 25(3), 223–244.
https://doi.org/10.1177/0117196816654096
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-
analysis of burnout, job satisfaction, and teachers‘ intentions to quit. Teaching and
Teacher Education, 105(1), Article 103425. http://doi.org/10.1016/j.tate.2021.103425
Martensson, A. (2020). Creating continuity between school and the workplace: VET teachers‘
in-school work to overcome boundaries. Journal of Vocational Education and Training,
(November 2020), 1–20. https://doi.org/10.1080/13636820.2020.1829009
Marzano, R. (2007). The art and science of teaching: A comprehensive framework for teaching.
Association for Supervision and Curriculum Development.
126

Mata, M. N., Anees, S. S. T., Martins, J. M., Haider, S. A., Jabeen, S., Correia, A. B., & Rita, J.
X. (2021). Impact of non-monetary factors on retention of higher education institute
teachers through mediating role of motivation. Academy of Strategic Management
Journal, 20(2), 1–17.
Mateo, J. (2018, August 30). DepEd probes teacher suicides. The Philippine Star.
https://www.philstar.com/other-sections/education-and-
home/2018/08/30/1846977/deped-probes-teacher-suicides
Mavromaras, K., McGuinness, S., O‘Leary, N. C., Sloane, P. J., & Zhang, W. (2013). Job
mismatches and labour market outcomes: panel evidence on university graduates. The
Economic Record, 89(286), 382–395. https://doi.org/10.1111/1475-4932.12054
Mayer, R. E. (2011). Applying the science of learning. Pearson Education.
McCaffrey, J. R., Lockwood, D. F., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating value
added models for teacher accountability. The RAND Corporation.
http://www.rand.org/pubs/monographs/2004/RAND_MG158.pdf
McKay, P. F., Avery, D. R., Tonidandel, S., Morris, M. A., Hernandez, M., & Hebl, M. R.
(2007). Racial differences in employee retention: Are diversity climate perceptions the
key? Personnel Psychology, 60(1), 35–62.
McMahon, W. (2013). Education‘s effects on individual life chances and on development: An
overview. British Journal of Education Studies, 61(1), 79–107.
https://doi.org/10.1080/00071005.2012.756170
Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for improving learner
metacognition in health professional education. American Journal of Pharmaceutical
Education, 81(4), 1–14. https://doi.org/10.5688/ajpe81478
127

Megan, P., Whitsed, C., & Girardi, A. (2016). Applying the Kirkpatrick model: Evaluating an
Interaction for Learning Framework curriculum intervention. Issues in Educational
Research, 26(3), 490–507. http://www.iier.org.au/iier26/paull.pdf
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). Jossey-Bass.
Mielke, C. (2019). The burnout cure: Learning to love teaching again. Association for
Supervision & Curriculum Development.
Moreau, K. (2017). Has the new Kirkpatrick generation built a better hammer for our evaluation
toolbox? Medical Teacher, 39(9), 999–1001.
https://doi.org/10.1080/0142159X.2017.1337874
Morrison, E., & Milliken, F. (2000). Organizational silence: A barrier to change and
development in a pluralistic world. Academy of Management Review, 25(4), 706–725.
Murnane, R. J. (2007). Improving the education of children living in poverty. The Future of
Children, 17(1), 161–182. https://doi.org/10.1353/foc.2007.0019
Newton, C., Becker, K., & Bell, S. (2014). Learning and development opportunities as a tool for
the retention of volunteers: A motivational perspective. Human Resource Management
Journal, 24(4), 514–530. https://doi.org/10.1111/1748-8583.12040
Nhavoto, A., Yonemura, A., Sinyolo, D., Keevy, J., Ochs, K., & Sadhana, M. (2010). Teacher
migration. United Nations Educational, Scientific, and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000231310
Noor, S., Don, Y., Hussin, F., & Khalid, R. (2018). Instructional leadership and teachers
functional competency across the 21st century learning. International Journal of
Instruction, 11(3), 135–152. http://doi.org/10.12973/iji.2018.11310a
128

Nordqvist, S., & Frishammar, J. (2019). Knowledge types to progress the development of
sustainable technologies: a case study of Swedish demonstration plants. International
Entrepreneurship and Management Journal, 15(1), 75–95.
https://doi.org/10.1007/s11365-018-0547-y
Northouse, P. (2019). Leadership theory and practice (8th ed.). SAGE publications.
Novick, B. J. (2016). Parents and teachers working together: Addressing school’s most vital
stakeholders. The Rowman & Littlefield Publishing Group.
Olivier, B. (2017). The use of mixed-methods research to diagnose the organisational
performance of a local government. South African Journal of Industrial Psychology,
43(1), 1–14. https://doi.org/10.4102/sajip.v43i0.1453
Organisation for Economic Co-Operation & Development. (2005). Teachers matter: Attracting,
developing and retaining effective teachers.
https://www.oecd.org/education/school/34990905.pdf
Organisation for Economic Co-Operation & Development. (2018). World class: How to build a
21st-century school system. OECD Library. https://doi.org/10.1787/9789264300002-en
Ovenden-Hope, T., & Passy, R. (2020). Exploring teacher recruitment and retention. Routledge.
Ozturk Akar, E. (2012). Motivations of Turkish pre-service teachers to choose teaching as a
career. Australian Journal of Teacher Education, 37(10), 67–84.
http://doi.org/10.14221/ajte.2012v37n10.7
Pahurkar, R. N., Nair, J., & Kolte, A. (2019). Measuring the impact of learning organization on
employee retention, competitive advantage and financial performance in the BPO
industry. International Journal of Recent Technology and Engineering, 8(3), 546–553.
https://doi.org/10.35940/ijrte.C1112.1083S19
129

Papa, A., Dezi, L., Gregori, G. L., Mueller, J., & Miglietta, N. (2020). Improving innovation
performance through knowledge acquisition: the moderating role of employee retention
and human resource management practices. Journal of Knowledge Management, 24(3),
589–605. https://doi.org/10.1108/JKM-09-2017-0391
Parker, J. S., & Hanson, P. (2019). School stakeholders ―do not just leave their religious beliefs
at home‖: An exploratory study of school psychologists‘ professional experiences.
International Journal of School & Educational Psychology, 9(1), 88–100.
https://doi.org/10.1080/21683603.2019.1666441
Pathak, D., & Srivastaa, S. (2020). Journey from passion to satisfaction: Roles of belongingness
and psychological empowerment: a study on social workers. International Journal of
Sociology and Social Policy, 40(3), 321–341. https://doi.org/10.1108/IJSSP-11-2019-
0237
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE
Publications.
Pekrun, R. (2017). Achievement emotions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds),
Handbook of competence and motivation (2nd ed., pp. 251–271). The Guilford Press.
Perryman, J., & Calvert, G. (2020). What motivates people to teach, and why do they leave?
Accountability, performativity, and teacher retention. British Journal of Educational
Studies, 68(1), 3–23. https://doi.org/10.1080/00071005.2019.1589417
Philippine Statistics Authority. (2022, February 9). 2020 occupational wages survey [Press
release]. https://psa.gov.ph/press-releases/id/165967
130

Pholphirul, P. (2017). Educational mismatches and labor market outcomes: Evidence from both
vertical and horizontal mismatches in Thailand. Education and Training, 59(5), 534–546.
https://doi.org/10.1108/ET-11-2016-0173
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in
learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.
https://doi.org/10.1037/0022-0663.95.4.667
Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership: Policy and practice
(Vol. 1). Organisation for Economic Co-Operation and Development.
Powers, S., Kaniuka, T., Phillips, B., & Cain, B. (2016). The impact of teacher-lead professional
programs on the self-efficacy of veteran teachers. Journal of Research Initiatives, 2(1),
1–21. https://digitalcommons.uncfsu.edu/cgi/viewcontent.cgi?article=1085&context=jri
Puckett, J., Boutenko, V., Hoteit, L., Polunin, K., Perapechka, S., Stepaneko, A., Loshkareva, E.,
& Bikkulova, G. (2020). Fixing the global skills mismatch. The Boston Consultancy
Group. https://www.bcg.com/publications/2020/fixing-global-skills-mismatch
Raab, R. R. (2018). A statistic‘s five years: A story of teacher attrition. Qualitative Inquiry,
24(8), 583–589. https://doi.org/10.1177/1077800417729849
Rathmann, K., Herke, M., Blitz, L., Rimpela, A., Hurrelmann, K., & Richter, M. (2018). Class-
level school performance and life satisfaction: Differential sensitivity for low and high
performing school-aged children. International Journal of Environmental Research and
Public Health, 15(12), 1–17. https://doi.org/10.3390/ijerph15122750
Reininger, M. (2012). Hometown disadvantage? It depends where you‘re from: Teachers‘
location preferences and the implications for staffing schools. Educational Evaluation
and Policy Analysis, 34(2), 127–145. https://doi.org/10.3102/0162373711420864
131

Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement.
American Educational Research Journal, 50(1), 4–36.
https://doi.org/10.3102/0002831212463813
Rueda, R. (2011). The 3 dimensions of improving student performance: Finding the right
solutions to the right problems. Teachers College Press.
Rutledge, S. A., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015).
Understanding effective high schools: Evidence for personalization for academic and
social emotional learning. American Educational Research Journal, 52(6), 1060–1092.
https://doi.org/10.3102/0002831215602328
Sackmann, S. A., Eggenhofer-Rehart, P. M., & Friesl, M. (2009). Sustainable change: Long-term
efforts toward developing a learning organization. The Journal of Applied Behavioral
Science, 45(4), 521–549. https://doi.org/10.1177/0021886309346001
Sanders, W., & Horn, S. (1998). Research findings from the Tennessee value-added assessment
system database: implications for educational evaluation and research. Journal of
Personnel Evaluation in Education, 12(1), 247–256.
https://doi.org/10.1023/A:1008067210518
Sandhya, K., & Kumar, P. (2011). Employee retention by motivation. Indian Journal of Science
and Technology, 4(12), 1778–1782. https://doi.org/10.17485/ijst/2011/v4i12.34
Sawyer, R. (2012).Explaining creativity: The science of human innovation (2nd ed.). Oxford
University Press.
Scheerens, J., Witziers, B., & Steen, R. (2013). A meta-analysis of school effectiveness studies.
Revista de Educacion, 2013(361), 619–645. https://doi.org/10.4438/1988-592X-RE-
2013-361-235
132

Schein, E. (2017). Organizational culture and leadership (5th ed.). John Wiley & Sons.
Schneider, A., Wickert, C., & Marti, E. (2017). Reducing complexity by creating complexity: A
systems theory perspective on how organizations respond to their environments. Journal
of Management Studies, 54(2), 182–208. https://doi.org/10.1111/joms.12206
Schneider, B., Brief, A., & Guzzo, R. (1996). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
31(1), 45–56.
Schraw, G., & Lehman, S. (2001) Situational interest: A review of the literature and directions
for future research. Educational Psychology Review, 13(1), 23–52.
https://doi.org/10.1023/A:1009004801455
Schuls, J. V., & Flores, J. M. (2020). Improving teacher retention through support and
development (EJ1282763). ERIC. https://files.eric.ed.gov/fulltext/EJ1282763.pdf
Searle, K. (2017). Sociocultural theory, the SAGE encyclopedia of out-of-school learning. SAGE
Publications.
See, B. H., Gorard, S., Morris, R., & El-Soufi, N. (2020). How to recruit and retain teachers in
hard-to-staff areas. In T. Ovenden-Hope & R. Passy (Eds.), Exploring teacher
recruitment and retention (pp. 148–162). Routledge.
Senge, P. (1990). The leader‘s new work: Building learning organizations. Sloan Management
Review, 32(1), 7–23.
Sherbin, L., & Rashid, R. (2017, February 1). Diversity doesn‘t stick without inclusion. Harvard
Business Review. https://hbr.org/2017/02/diversity-doesnt-stick-without-inclusion
133

Shikalepo, E. E. (2019). Teacher recruitment, motivation and retention at rural schools in
Namibia. The European Educational Researcher, 2(2), 127–144.
https://doi.org/10.31757/euer.224
Shirley, D. (2017). The new imperatives of educational change. Routledge Leading Change
Series. https://singteach.nie.edu.sg/wp-content/uploads/2021/12/Shirley-2016_The-New-
Imperatives-of-Educational-Change.pdf
Simons, R. (2005). Levers of organization design: How managers use accountability systems for
greater performance and commitment. Harvard Business School Press.
Solomon, S. M. (2009). State-led migration, democratic legitimacy, and deterritorialization: The
Philippines‘ labour export model. European Journal of East Asian Studies, 82(2009),
275–300. https://doi.org/10.1163/156805809X12553326569759
Sondergaard, L. (2011). Skills, not diplomas: Managing education for results in Eastern Europe
and Central Asia. The World Bank.
Sorensen, L., & Ladd, H. (2020). The hidden costs of teacher turnover. AERA Open, 6(1), 1–24.
https://doi.org/10.1177/2332858420905812
Springer, N., Swain, W., & Rodrigues, L. A. (2016). Effective teacher retention bonuses:
Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 1–23.
https://doi.org/10.3102/0162373715609687
Starling, J. W. (2009). The effects of teacher stability on third grade student achievement as
measured by the North Carolina end-of-grade tests in reading and mathematics.
[Doctoral dissertation, Gardner-Webb University]. Gardner-Webb Digital Commons.
https://core.ac.uk/download/pdf/53025891.pdf
134

Stecher, B. M. (2010). Toward a culture of consequences performance-based accountability
systems for public services. The RAND Corporation.
Stecher, B., Kirby, S. N., Barney, H., Pearson, M., Chow, M., & Hamilton, L. (2004).
Organizational improvement and accountability: Lessons for education from other
sectors. The RAND Corporation.
Steil, A. V., de Cuffa, D., Iwaya, G. H., & Pacheco, R. C. (2020). Perceived learning
opportunities, behavioral intentions and employee retention in technology organizations.
The Journal of Workplace Learning, 32(2), 147–159. https://doi.org/10.1108/JWL-04-
2019-0045
Stone, D., & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback
well. Viking Publications.
Strom, P. S., Strom, R. D., & Beckert, T. (2011). Examining stakeholder expectations for
guiding school reform: Including students. American Secondary Education, 39(3), 5–16.
https://www.jstor.org/stable/23100421
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching?
Teacher supply, demand, and shortages in the U.S. Learning Policy Institute.
https://learningpolicyinstitute.org/sites/default/files/product-
files/A_Coming_Crisis_in_Teaching_REPORT.pdf
Tancinco, N. P. (2016). Status of teachers‘ workload and performance in state universities of
Eastern Visayas: Implications to educational management. Journal of Business and
Management, 18(6), 46–57. http://www.iosrjournals.org/iosr-jbm/papers/Vol18-
issue6/Version-4/H1806044657.pdf
135

Tapia, J. (2018, March 1). 4 types of knowledge. Learning Strategist.
https://learningstrategist.org/2018/03/01/4-types-of-knowledge/
Taylor, P., & Musgrove, F. (2012). Society and the teacher’s role. Taylor and Francis.
Thite, M., & Russell, B. (2010). Work organization, human resource practices and employee
retention in Indian call centers. Asia Pacific Journal of Human Resources, 48(3), 356–
374. https://doi.org/10.1177/10384111103816
Thomas, S. R. (2013). Compensating your employees fairly: A guide to internal pay equity.
Apress Berkeley. https://doi.org/10.1007/978-1-4302-5042-5
Thompson, E. (2021, January 27). Why diversity and inclusion is vital for your employee
retention. Diversity and Ability. https://diversityandability.com/blog/why-diversity-and-
inclusion-is-vital-for-your-employee-retention/
Tillman, L. C., & Scheurich, J. J. (2013). Handbook of research on educational leadership for
equity and diversity. Routledge. https://doi.org/10.4324/9780203076934
Tracy, B. (2013). Motivation. American Management Association.
Trevor, W. (2013). The human equity advantage: Beyond diversity to talent optimization. Wiley.
Tsang, E. Y., & Lowe, J. (2018). Migrant Philippine teachers in Indonesia: The nexus between
precarious skilled work, illegal mobility and the cosmopolitan. Inter-Asia Cultural
Studies, 19(2), 252–268. https://doi.org/10.1080/14649373.2018.1463073
Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.),
Humanizing research: Decolonizing qualitative inquiry for youth and communities (pp.
223–247). SAGE Publications.
136

United Nations Educational, Scientific, & Cultural Organization. (n.d.). Technical cooperation
group on the indicators for SDG4. UNESCO Institute for Statistics. Retrieved June 15,
2020, from http://tcg.uis.unesco.org/4-c-6-teacher-attrition-rate-by-education-level/
United Nations Educational, Scientific, & Cultural Organization. (2016). The world needs 69
million new teachers to reach the 2030 education goals. UNESCO Institute for Statistics.
https://unesdoc.unesco.org/ark:/48223/pf0000246124
University of Southern California. (n.d.). Policies and procedures. Office for the Protection of
Research Subjects. https://oprs.usc.edu/policies-and-procedures/
University of Southern California. (2014). Code of ethics. https://policy.usc.edu/code-of-ethics/
Van Geffen, R. E., & Poell, R. F. (2014). Responding to teacher shortages: Relationships among
mobility experiences, attitudes, and intentions of Dutch teachers. Asia-Pacific Journal of
Teacher Education, 42(3), 276–290. https://doi.org/10.1080/1359866X.2014.902424
Voigt-Graf, C., Iredale, R., & Siew-Ean, K. (2007). Teaching at home or overseas: Teacher
migration from Fiji and the Cook Islands. Asian and Pacific Migration Journal, 16(2),
199–223. https://doi.org/10.1177/011719680701600204
Walton, G. M., & Brady, S. T. (2017).The many questions of belonging. In A. J. Elliot, C. S.
Dweck, & D. S. Yeager (Eds), Handbook of competence and motivation (2nd ed., 272–
293). The Guilford Press.
Wang, D., & Zhang, L. J. (2021). Sustainability as a goal in teaching workforce retention:
Exploring the role of teacher identity construction in preservice teachers‘ job motivation.
Sustainability (Basel, Switzerland), 13(5), 1–16. https://doi.org/10.3390/su13052698
Wheelan, C. (2019). Naked economics. Norton & Company.
137

Williams, L., & Kritsonis, W. A., (2007). Leaders we have a problem! It is teacher retention . . .
what can we do about it? (ED497436). ERIC.
https://files.eric.ed.gov/fulltext/ED497436.pdf
Woods, A. M., & Weasmer, J. (2002). Maintaining job satisfaction: Engaging professionals as
active participants. The Clearing House, 75(4), 186–189.
https://doi.org/10.1080/00098650209604928
Yukl, G. (2002). Leadership in organizations. Prentice-Hall.
Zak, P. J. (2017). The trust factor: The science of creating high-performance companies.
AMACOM.
Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and
related beliefs in self-regulation of learning and performance. In A. J. Elliot, C. S.
Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (2nd ed., pp.
313–333). The Guilford Press.

138

Appendix A: Interview Protocol Questions, Probes, and Interviewer Notes
Table A
Interview Protocol Questions, Probes, and Interviewer Notes
Interview questions Potential probes Interviewer notes
1. May you introduce yourself? May you share anything you feel
comfortable about yourself, your
family, or what you have been busy
with lately?

2. Could you describe your current
responsibilities?
Would you tell me about what a typical
day for you at work looks like?

3. How is retaining teachers
important in a school?
Would you mind sharing your thoughts
on the importance of long staying
teachers in a school?

4. What do you think are the
benefits of teachers staying in the
school long term?
What advantages do you think the
school receives from its teachers who
continue to stay?

5. Reflecting back on the work you
have done to increase teacher
retention, what would you say
are things you could have done
more?
What stands out about these things and
may you share more about it?

6. If tasked, how confident do you
feel about your ability to help
teachers remain in the school?
What makes you feel confident or not
confident? Would you mind sharing
more of your thoughts on this?

7. What do you think are new
programs that could help
teachers remain in the school
longer?
May you describe these programs in
greater detail?

8. How would you describe the
school culture in valuing its
teachers?
Could you please elaborate more based
on your personal experiences?

9. Currently, how does the school
use its resources to help keep its
teachers?
How would you describe these in terms
of ways and means?

139

Appendix B: Interview Questions Alignment Matrix
Table B
Interview Questions Alignment Matrix
Interview questions RQ
addressed
Key concept
addressed
Question type
(Patton, 2002)
1. May you introduce yourself? – – Background
2. Could you describe your current
responsibilities?
– – Background
3. How is retaining teachers important in
a school?
1 Knowledge
(factual)
Knowledge
4. What do you think are the benefits of
teachers staying in the school long
term?
1 Knowledge
(conceptual)
Knowledge
5. Reflecting back on the work you have
done to increase teacher retention,
what would you say are things you
could have done more?
1 Knowledge
(metacognitive)
Knowledge or
experiences
6. If tasked, how confident do you feel
about your ability to help teachers
remain in the school?
2 Motivation
(confidence)
Emotions
7. What do you think are new programs
that could help teachers remain in the
school longer?
2 Motivation
(interest)
Opinions
8. How would you describe the school
culture in valuing its teachers?
3 Organization
(cultural model)
Experiences
9. Currently, how does the school use its
resources to help keep its teachers?
3 Organization
(cultural
setting)
Opinions

140

Appendix C: Permission to Conduct Study
September 25, 2022
xxxxxxx
President
XYZ College

Dear Dr. xxxxxx,

I am a graduate studies student at The University of Southern California. I am presently
conducting research for my dissertation entitled ―Low Teacher Retention at XYZ College.‖

In this regard, I would like to seek permission to conduct research on your college.

The sought research participants, through interview by a proxy, are the members of the Human
Capital and Resources Department of your college.

All data gathered will strictly be used for research and academic purposes.

I assure that all data will be treated with utmost confidentiality.

Your approval and assistance to this request is highly appreciated.

Please contact me at xxxxxx@usc.edu should you have any questions or matters that you may
wish to discuss with me.

Thank you and God bless.

Carlo Roman Zarate
Researcher

141

Appendix D: Invitation for an Interview
Dear Mr./Ms. ________,

I am a proxy interviewer for a research entitled ―Low Teacher Retention at XYZ College.‖

Attached is an informed consent document for your perusal to provide you with salient
information about the study.

In this regard, I would like to seek your voluntary participation in this study through an interview
via telephone or video conferencing at a time of your convenience.

All data gathered will be used strictly for research and academic purposes and your responses
shall be treated with utmost confidentiality.

Your participation is highly valued.

Please contact me at xxxxxx@uap.asia should you have any questions or concerns.

Thank you,

xxxxxxxx
Proxy Interviewer

142

Appendix E: Informed Consent for Exempt Research
Study Title: Low Teacher Retention at XYZ College

Principal Investigator: Carlo Roman P. Zarate, University of Southern California, Rossier
School of Education

Faculty Advisor: Dr. Ekaterina Moore, University of Southern California

Dear prospective research participant,

You are invited to participate in a research study. Your participation is completely voluntary.
This document explains the salient information about this study. You are welcome to ask
questions about anything that may be unclear to you.

Purpose

The purpose of this study is to explore the influencing factors of knowledge, motivation, and
organization, as perceived by a unit within an organization, that affect low teacher retention at
XYZ College. It is hoped to learn from your insights, deeper understanding of these three factors
which may help lead to better organizational decision making for improving teacher retention in
XYZ College. You are invited as a participant because your insights are valued as a person
directly involved in the actual operations of the school. Your participation helps to develop an
inclusive approach to organizational performance improvement programs for improving teacher
retention at XYZ College.

Participant involvement

You shall be invited to participate in a 45-60 minute interview involving 12 questions about your
thoughts and opinions on matters regarding yourself and your organization. With your
permission, audio, video, or note taking by the interviewer shall be conducted.

If you decide to take part, you will be asked to answer 12 questions and may be asked to
elaborate on your answers for each question.

Confidentiality

The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

All information shall be treated with highest confidentiality and shall only be used for research
purposes. All data collected shall be destroyed after 2 years since the interview.

Should you consent for audio or video recordings, you have the right to review/edit these
recordings or transcripts and it is only the interviewer and transcriber who have access to these
143

and shall likewise be destroyed after 2 years since the interview. Your personal identities will be
shielded by the use of random pseudonyms.

Investigator Contact Information

If you have questions about this study, please contact Carlo Roman P. Zarate at xxxxxx@usc.edu
or Dr. Ekaterina Moore at xxxxxxx@usc.edu

IRB Contact Information

If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at +1 (323) 442-0114 or email at
irb@usc.edu.

Signing Up

We give you the assurance of respecting your decision of refusal to participate or withdrawal at
any time without need of any reason. Should you then consent to voluntarily participate in this
study, please contact xxxxx@uap.asia

Thank you for your time!

Carlo Roman P. Zarate
Researcher

141
Appendix F: Interview Codebook
Figure F
Interview Codebook

Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
Org Role:

Supervisorial (I-
1);
Managerial
(I-3, I-7, I-
8);
Administrat
ive (I-2, I-
6);
Teaching (I-4,
I-5)

The types of
roles being
undertaken
based on
the
description
of tasks.

My work
involves
monitoring
teachers,
classes, and
student
concerns
and issues.
Marketing
officer, in
charge of
maintaining
relationship
s with
public
schools
Managerial
position
handling
GenEd
teachers;
Academic
head
A teacher; part
of a team
that handles
system
administrati
on; in
charge of
IT
administrati
on
I am one of the
faculty
(members)
of the
school. I
am still
teaching
I am one of the
members of
the
academic
support
committee;
My work
has
something
to do with
systems
administrati
on
I am . . .
academic
head
I am the
academic
head of a
campus; for
2 years
now, I am
one of the
marketing
heads
The roles
being held
by the
respondent
s appear
to be
within
teacher
leadership
positions.
Current
responsibili
ties:

Academic
administrati
ve work (I-
1, I-5, I-6,
I-7, I-8);
Faculty
supervision
and
assistance
(I-1, I-2, I-
3, I-5, I-7,
I-8) other
responsibili
ties held (I-
1, I-4, I-6,
I-8)

The typology of
tasks being
undertaken.
Monitoring the
regular
classes;
attend to
student
concerns;
observe
students;
reminding
students;
other
concerns;
preparation
of reports
I am
responsible
for the
supervision
of faculty;
assisting
teachers;
classroom
monitoring;
addressing
of student
and teacher
concerns
Holding
teachers to
stay in the
school;
listening to
their
problems;
teacher‘s
teaching
A bit
complicated
; role is
complicated
and
sometimes I
am
confused
with my
role;
To design
curriculum
and to
monitor the
performanc
e of my
teachers or
my faculty;
I handle
more than
ten
teachers;
My task is
to supervise
the campus
in their
performanc
e in
academics
as well as
managing
We do
coordinatio
n with the
teachers;
We support
the student
organizatio
n of the
school; We
connect
each
department
Making syllabi;
Monitor the
faculty
about their
performanc
e, and we
also train
them; give
advice to
teachers
We are
responsible
academicall
y;
developmen
t of the
curriculum;
supervising
student
concerns
and issues;
supervising
faculty
members;
mediators
in bringing
up their
concerns to
the higher
ups;
develop
There are
various
duties and
responsibil
ities in
which
HRD
members
are
currently
attending
to, but no
direct
reference
to teacher
retention
was given
by anyone
in relation
to their
held duties

142
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)

the records
of the
students
and some
managerial
actions in
the campus;
projects and
programs
related to
marketing;
I am
handling
managemen
t subjects
and
responsibil
ities.
Viewed
importance
of retaining
teachers:

Retainingteache
rs play a
key role in
the success
of the
college (I-1,
I-3, I-4, I-
5);
Retaining
teachers
secures the
knowledge
capital held
in the
college (I-1,
I-2, I-4, I-5,
I-7);
Retaining
teachers
ensures
continuity
in the
teaching
and
learning
process in
the college
(I-1, I-3, I-
5, I-6, I-8);
Retaining
teachers
helps to
The specific
thoughts
and ideas to
describe
how
teachers are
regarded by
one‘s
perceived
importance
Teachers play a
key role in
the school;
students
look up to
them more
than any
personnel
in the
school; they
have power
and
influence
over
students;
Teacher
know the
school
goals and
programs
being
implemente
d; they
promote the
school
They are assets
of the
institution
there is a quite
effect in
terms of the
continuity
of the
teaching
process or
the pattern
of learning
of the
students;
not good
results
when
teachers
will always
leave;
lesser need
for training
new
teachers; if
the teacher
is already
old or about
more than 5
years in the
school,
more or less
they
already
know the
culture
established
in the
school
A good factor in
having the
students
stay; the
first
frontliners
for the
students; if
veteran
teachers
stay, other
teacher will
say the
company
itself is
good

Important for
the mastery
of the
subject;
Veteran
teachers
have deep
knowledge
of the
subject;
(the
teacher)
knows what
to do unlike
a new
teacher; A
veteran
teacher can
handle any
subject in
the
department
Teacher are
very
important
because
they are the
front liners
when it
comes to
the
academics;
The teacher
is a big
factor in
learning;
The
institution
can grow
based on
the quality
of teaching
The more we
retain them,
the more
they have
knowledge
and skills
that they
can give
their
students
No. 1 for the
continuity
of the
programs
concerning
faculty
developmen
t; if we
have low
retention,
we keep on
training
faculty
members…
an extra
task on our
shoulders;
low
retention
statistics is
a bad image
for the
company;
Good
retention
contributes
to the good
developmen
t of the
(school) as
well
The perceived
importanc
e of
teachers in
the school
by the
HRD
appears to
be very
high, and
HRD
members
regard the
role of
teachers
as central
to fulfilling
school
purposes
from a
long term
perspectiv
e.

143
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
promote
college
culture and
identity (I-
1, I-3, I-4,
I-6, I-8)
Conceptual
beneficial
outcomes
from long-
staying
teachers:

Familiarity of
college
goals (I-1,
I-2, I-5);
Support for
college
improveme
nt (I-1, I-2,
I-3, I-7)
Delivering
quality
college
education
(I-3, I-6, I-
8) Building
trust in the
college (I-4,
I-5, I-7);
Exemplifica
tion of
college core
values (I-1,
I-7, I-8)

The perceived
beneficial
outcomes in
the school
setting as
characterize
d based on
personal
knowledge
and
experiences
.
Easy to deal
with;
familiar in
terms of
collaboratin
g with
fellow
teachers;
feels at
home;
familiarity
with the
school
programs is
an
advantage
for the
school;
contribute
ideas in
strategic
planning
and
marketing
concerns;
they have
more inputs
as they are
more
familiar
with the
school.
Lesser
supervision;
influences
other
teachers to
stay;
capable of
coaching
newer
teachers
Develops the
profession
more;
giving more
quality
education
to the
students;
enables
school
leaders to
grow
The experience
of teachers
will benefit
the
students;
the next
company
that will
accept you
will say that
you are
good
because
you are
committed
Veteran
teachers
could be
trusted;
They are or
easy to give
them work
because
they know
the school;
they are
familiar
with work
in the
school
If a teacher
stays for a
long time,
the students
learn from
the
teachers;
Quality of
teacher
because
they have
mastery of
the subject;
He knows
the topic
very well
and he can
deliver to
the students
in any
manner
regardless
of the
availability
of resources
Of course, trust;
we have to
be models,
giving
advice to
teachers;
If teachers stay
longer, they
become
part of the
family; they
are more
experiences
and
students
will benefit
because of
the longer
experience
that makes
teachers
better
There are
multiple
qualitative
, direct
and
indirect,
short,
medium,
and long-
term
benefits
that the
school
receives
from
teacher
staying
continuous
ly.
Reflections on
personal
failures:

Advocating for
better
compensati
The specific
HRD past
actions that
may be
considered
failures or
regrettable
Maybe we can
give better
salary;
higher
salary than
they
currently
see to it that
every day
during
lunchbreak
…to ask
them if they
have taken
New teachers . .
. to be
mentored;
mentoring
them . . . is
we have the
same
Increase of the
salary;
equipment
must be
improved,
facilities
and
We need to
make the
teachers
feel that
they are
supervised
especially
Number on
factor why
the leave is
salary or
financial
security
Continuous
training for
the faculty;
invite
faculty to
attend
outside
Teachers should
be aware of
the plans
for them; to
be aware
that they
have
Looking back,
there were
a number
of
leadership
failures
and

144
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
on and
benefits (I-
1, I-4, I-6);
Providing
greater
clarity on
teacher
professional
developmen
t programs
(I-1, I-7, I-
8);
Maintaining
proactive
professional
relationship
s (I-2, I-3,
I-5, I-8);
Providing
additional
teaching
resources
(I-4)

inadequacie
s.
receive and
benefits
included;
programs to
help retain
teachers
and support
them in
continuing
education;
professional
education
program for
teachers to
earn their
license;
TESDA
certification
programs
for trainers.
lunch or
how are
they doing;
… join
them during
the summer
vacation
activities;
chat them
especially
when I see
a post that
they need
help;
direction
and getting
into that
direction…
will be able
to see the
results;
equipment
are factors
for teachers
to stay and
we lacked
equipment
for new
teachers
because
they
sometimes
find it
difficult
seminars somewhere
to go to in
terms of
promotion,
professional
and
personal
developmen
t; should
have done
more in
mentoring;
teachers
have to be
observed in
their
developmen
t or
progress in
their
teaching
methodolog
y; more
time to
mentor
faculty
inadequaci
es that
HRD
members
could
identify to
what could
have
helped to
keep
teachers
more.
Self-confidence
on future
tasks:

Positive beliefs
in oneself
(I-1, I-2, I-
3, I-4, I-5,
I-6, I-7, I-
8); Self-
affirming
attitude for
personal
ability and
experience
(I-1, I-2, I-
3, I-4, I-5,
I-6, I-7, I-8)
The personal
description
of one‘s
level of
confidence
in relation
to a given
task.
I am confident
that I have
assisted
teachers
based on
my years of
experience
Yes,…I am a
veteran
teacher
I feel very
confident; I
feel like I
am one of
them
To be honest,
yes, I am; I
am
confident
that they
trust me; I
can provide
advice and
strategies
especially
for new
teachers;
they
become
confident
when I visit
them in the
room; I am
confident
Very confident
under my
department;
I encourage
them to
attend
trainings; I
make others
realize that
they need to
attend
training;
Actually. I will
always
make sure;
If I am not
capable
to…I
forward it
to the
specific
person who
can decide
or answer
their
concern;
They really
trust us
I give myself a
9 if 10 is
the highest
score; I will
always
update the
faculty; I
give them
advice on
what they
can
improve;
We are
willing to
ask them
suggestions
for
improveme
nt of the
If there is a
measure of
one to ten,
and then is
the highest,
it would be
eight; I can
still see that
I have
something
else more to
give
Generally, the
self-
perceived
levels of
confidence
held by
each of the
HRD
members
can be
described
as ranging
between
moderate
to high.
Their
confidence
appears to
be rooted

145
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
because
there are
teachers
who left
and one of
the reasons
why some
stayed is
because of
us.
school and .
. . me as
their
academic
head
on current
capacity
and
abilities
and
personal
identity.
Activities of
Personal
Interest:

Reviewing
salary and
benefits (I-
1, I-2, I-3,
I-5, I-8);
Advancing
professional
developmen
t (I-1, I-6, I-
8);
Recognizin
g and
rewarding
achievemen
ts (I-2, I-6,
I-7, I-8);
Seeking
accountabili
ty (I-1);
Encouragin
g dialogue
(I-6)
Believed
specific
actions that
can help
result in
greater
teacher
retention
performanc
e outcomes.
Look into the
salary;
continue
giving
training to
teachers;
need for a
contract for
return of
service
Forty-five hours
of teaching
load and an
internet
allowance;
teacher
salary is
always the
priority; to
have
faculty
recognition
To offer better
benefits for
teachers
who are
already in
their
permanent
position;
housing
loan or a
pension
For now, there
is no need
for a new
program.
No. 1 is salary;
Benefits
will help
teacher
retention; If
the salary
will
increase
then the
teachers
will have
more time
with the
family
Make them feel
their
importance;
Continuous
faculty
developmen
t, even for
us it is
important
so we learn
more; to
learn more;
able to be
able to talk
to each
other
because
communica
tion is very
important
Employee of
the month
is a good
program;
awards for
teachers;
teachers of
the year or
best
performanc
e of the
year as
teachers
A Retirement
program
will help
teachers to
stay;
teachers
having
seminars
and leisure
at the same
time,
example is
team
building;
training;
recognizing
good
teachers;
salary
increase
HRD members
are able to
identify,
describe,
and
rationalize
a variety
of ways to
help
teachers
remain in
the school,
but none
has made
any direct
reference
to
research
or
literature.
Existing culture
in valuing
its teachers:

Family-like
worldview
(I-1, I-2, I-
3, I-5, I-6,
I-7, I-8);
Words, phrases,
and
sentences
that
describe
aspects of
the school
community
to describe
We always
make the
teachers
feel
welcome;
family
culture set-
up; you feel
at home at
School is my
second
home; is
like a big
happy
family
The school
culture is
with homey
atmosphere;
we always
call
ourselves
one big
family; an
Enjoyable,
exciting,
and
interesting
– this is
how I
describe the
school
culture. It is
The culture is
ok;
everyone is
friendly, the
staff, the
heads, and
Execom;
The school
values its
I already
mentioned
it before, it
is the
family like
environmen
t . . . is
home
because the
Compared with
others
schools, it
is good; we
care for
each other;
it is like
second
family
Actually, we
have a very
familial
culture in
the school,
this is the
family
culture; I
am treated
The school
culture on
valuing its
teachers is
described
by the
HRD
members
as family

146
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
Welcoming
attitude (I-
1, I-4, I-5,
I-7, I-8);
Trusting
disposition
( I-6)
how the
way things
are in
relation to
valuing its
teachers
the school;
you are part
of the
family.
extension
of our
homes; our
culture we
always see
we are one
big family;
enjoyable
because the
school
gives them
the best that
they can.; it
is exciting
because I
think
during the
pandemic it
became a
digital age
teaching
and most of
the teacher
are
‗techies‘ or
are young.
teacher; I
could say
the school
values
teachers
because
they give
training and
scholarship
and even
given travel
allowance;
I think the
school has a
family
culture;
teachers are
treated like
family
members;
teachers are
family the
way we
deal with
them
people are
very
comfortable
to work
with; and
they trust
you,
sincerely
trust you.
as part of
the family
and not an
employee; I
feel great
when I
belong; this
is the
common
observation
of veteran
teachers
when they
are about to
resign and
they recall
the family
culture; If
teachers are
happy then
it follows
that
students
will
experience
the same
spirit
like,
welcoming
, and
centered
on
goodness
and trust.
Institutional
resource
usage for
teachers:

Toward student
learning (I-
1, I-2, I-3,
I-4, I-8);
Toward
college
effectivenes
s ( I-2, I-5,
I-6, I-7, I-
8); Toward
general
employee
wellbeing
Words, phrases,
and
sentences
that
describe
how the
school
utilizes,
expends,
and
mobilizes
its available
resources
specifically
channeled
toward the
keeping of
its teachers.
There was full
support
from the
administrati
on;
provided us
with
equipment,
internet
connection
apparatus,
allowance
to pay for
internet
services;
looking
after the
mental
Teacher welfare
is given
priority; we
have
different
committees
to address
different
teacher
concerns;
the school
conducted
training;
(teachers)
were
provided
laptop,
camera, and
The (use) of
student
fees;
canteen as
our
resource;
teacher are
having a bit
of a
contribution
like a
cooperative
; no one
was laid off
even if we
closed
some of our
campuses;
The facilities
are better
since it is
online; we
provide
them with a
good
platform
like Zoom;
we also
provided
them with
an e-
library; the
AID is like
a module
that we give
the
Yes, the school
use the
resources
well;
teacher are
given
scholarship
s; they
attend
training
even in a
faraway
place; the
school
shoulders
cost; the
school
lends
We do prioritize
teachers
when it
comes to
salary; The
bulk of
school
resources
go to the
salary; we
make sure
that teacher
have good
load
assignment
based on
the
availability
We mentor
them and
we even do
cross
mentoring;
when you
mentor the
teachers
well, they
stay.
I feel that the
teachers are
priority,
and they
have a lot
of benefits;
the school
implemente
d training
programs
for the
teachers;
The school
provided
laptops for
all teachers,
also with
speaker,
HRD members
are able to
identify
and
describe in
specific
ways how
the school
currently
uses its
resources
to help
keep its
teachers.

147
Code (word or
phrase) +
subtypes
Description of
code
(inclusion/
exclusion
criteria)
Data example
(I-1)
Data example
(I- 2)
Data example
(I- 3)
Data example
(I-4)
Data example
(I-5)
Data example
(I-6)
Data example
(I-7)
Data example
(I-8)
Overall
researcher
impressions
(Interviewee
1-8)
(I-1, I-2,)
Toward teacher
personal
needs (I-3,
I-5, I-6, I-8)

health and
well-being
of teachers;
a series of
webinars
and access
to an in-
house
guidance
counselor.
internet
allowance,
teacher‘s
tables and
chairs;
every
Friday they
don‘t have
classes, but
they are
paid for 9
hours . . .
for the
preparation
for their
classes,
school
forms, and
recording
activities,
and
meetings to
address
teacher
concerns
materials
were sold to
(cover)
school
expenses;
were given
gadgets to
use for free;
given
internet
allowance;
given the
chance to
work from
home or in
the
provinces
teachers, it
serves as a
guide; the
resource
equipment
to teachers
The school
lends
equipment
to teachers
even for
teachers
who want
to start a
business.
they have
given us
considering
the
restriction
in the
faculty‘s
schedule . .
. the school
will not
give
different
subject so it
will not be
hard for the
teacher; we
also have
this team
teaching
wherein
within a
class, there
are more
than one
teacher
assigned.
They can
do part-
time work
if they
want.
microphone
and
accessories;
the school
also
provided
internet
allowances;
provided
with office
tables and
chairs that
we need to
have to
work from
home; in
terms of
recognition,
there are
online
celebrations
of teachers‘
day and
school
foundation
day

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Faculty’s influence on underrepresented minority (URM) undergraduate retention

PDF

Increasing institutional retention: a gap analysis

PDF

An evaluation of teacher retention in K-12 public schools

PDF

Knowledge, motivation, and organizational influences within leadership development: a study of a business unit in a prominent technology company

PDF

“A thread throughout”: the KMO influences on implementing DEI strategic plans in state and municipal governments

PDF

Attending to the lived experiences of behavior technicians to discover the keys to retention: an exploratory study

PDF

African American college completion at Hillside College: an evaluation study

PDF

Teachers assumptions on the importance of executive function: a gap analysis evaluation study

PDF

Understanding how organizational culture and expectations influence retention of managers

PDF

Readiness factors influencing the ability of institutions of higher education to align the budget with organizational goals: an evaluation study of a college

PDF

Mitigating low employee engagement through improved performance management: an evaluation study

PDF

Information technology architects’ shift to remote work: an exploration of collaboration challenges

PDF

Employee satisfaction factors and influences: an evaluation study

PDF

Graduation rates in college of students with disabilities: an innovation study

PDF

Job placement outcomes for graduates of a southwestern university school of business: an evaluation study

PDF

Online graduate program retention: exploring the impact of community on student retention rates from the perspectives of faculty and alumni

PDF

Faculty retention at private colleges in China

PDF

Leadership in an age of technology disruption: an evaluation study

PDF

First-generation student retention and completion at a California community college: evaluation study

PDF

Faculty research performance evaluation with the gap analysis framework

Asset Metadata

Creator Zarate, Carlo Roman Pobre (author)

Core Title An analysis of influences to faculty retention at a Philippine college

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/05/2023

Defense Date 02/23/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag change,Clark and Estes' 2008 gap analysis,conceptual knowledge,factual knowledge,faculty retention,knowledge influences,meta-cognitive knowledge,motivational influences,OAI-PMH Harvest,organizational change,organizational influences,organizational leadership,organizational performance,Philippine college,Philippine school,Philippines,qualitative research,retention influences,school improvement,teacher retention

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Canny, Eric (committee member), Krop, Cathy (committee member)

Creator Email carlo_zarate@yahoo.com,carlorom@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC112932375

Unique identifier UC112932375

Identifier etd-ZarateCarl-11571.pdf (filename)

Legacy Identifier etd-ZarateCarl-11571

Document Type Dissertation

Format theses (aat)

Rights Zarate, Carlo Roman Pobre

Internet Media Type application/pdf

Type texts

Source 20230405-usctheses-batch-1016 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu