Commitment of Seasoned Private School Teachers to Service: A Basis for Institutional Retention Strategies

Private educational institutions seeking to enhance employee commitment and retention must understand how private school teachers’ organizational commitment relates to their demographic characteristics. This mixed-methods study used questionnaires to collect quantitative data on teachers’ commitment and demographic profiles (age, gender, position, years of service, civil status, and educational background). Quantitative results were analyzed through descriptive statistics and inferential tests (t-tests and ANOVA) to examine group differences. Semi-structured interviews provided qualitative data, which were thematically analyzed to add contextual depth. Findings highlighted high affective commitment, reflecting teachers’ emotional attachment to their schools. Demographic factors—particularly age, marital status, and educational attainment—significantly influenced commitment levels. Qualitative results reinforced these patterns, revealing strong emotional bonds, shared purpose, supportive work environments, and appreciation for inclusive leadership as key motivators. Overall, both demographic and institutional factors play critical roles in fostering long-term commitment. Aligning leadership practices, workload, and professional development with teachers’ life stages and academic goals can support sustained commitment and retention in private basic education institutions in the Philippines.