Inclusive Teachers’ Engagement, Job Satisfaction and Retention in Public Schools of Mandaue City, Cebu

This study utilized a descriptive correlational approach to examine relationships between teacher profiles, work engagement, job satisfaction, and retention at Public Schools of Mandaue City, Cebu, Philippines. Data was collected through validated surveys of 253 teachers recruited through complete enumeration, assessing demographics, engagement, satisfaction, and retention motivators. Descriptive and inferential statistics were used to analyze relationships between variables. Results showed the majority of respondents were female aged 32-41 years, over half were married with master’s units, and most had 16+ years of teaching experience. Two-thirds received inclusive education training and were aware of policies. Descriptive analysis found work engagement and job satisfaction levels were very high. Retention levels were also very high thanks to good relationships, security, and community acceptance. Statistically significant relationships were observed between work engagement-retention (r=0.436) and job satisfaction-retention (r=0.611). These findings provide empirical support for engagement and satisfaction predicting teacher retention, especially in demanding inclusive environments. A targeted Teacher Satisfaction and Retention Enhancement (TSRE) plan is proposed to directly address variables significantly impacting engagement, satisfaction, and retention based on comprehensive analysis. The TSRE plan recommends tailored initiatives targeting motivational and evaluative constructs, alongside concrete strategies, timelines and intended outcomes to enhance identified determinants of satisfaction and continued employment. By optimizing teacher profiles, job design, learning opportunities, and working conditions, this research aimed to provide Philippine public schools with empirical insights enabling educators to effectively fulfill emerging inclusive responsibilities with quality and resilience against challenges, contributing to stability as education reforms progress nationwide. DOI: https://doi.org/10.52783/pst.554