Beyond the Salary Gap: A Phenomenological Inquiry into the Affective Commitment of Long-Service Teachers in a Private Catholic Institution

This qualitative study explores the lived experiences of seasoned teachers with over 10 years of service at Holy Cross College of Calinan Inc., a private Catholic-Riverian institution in Davao City, Philippines. The purpose was to understand the factors sustaining their long-term commitment amid the public-private salary gap and systemic challenges in private education. Guided by a phenomenological narrative inquiry, the research addressed four key questions: reasons for staying, challenges faced, benefits gained, and advice for novice teachers. Data were collected through Google Forms with open-ended questions and semi-structured interviews from 5–10 purposively sampled participants, analyzed via thematic analysis and interpreted through Herzberg’s Two-Factor Theory. Key themes emerged: interpersonal connectivity and institutional belongingness as primary motivators, with colleagues described as “family” fostering affective commitment; intrinsic fulfillment from student growth, professional mastery, and alignment with the school’s Catholic-Riverian values; and benefits such as spiritual maturity, curriculum familiarity, and resilience. In contrast, hygiene factors—financial constraints, heavy workloads, accreditation pressures, and student behavior—were identified as sources of dissatisfaction, reflecting systemic challenges in private schooling. Despite these hurdles, teachers remained because motivators outweighed hygiene deficiencies, transforming teaching into a vocation rather than a mere occupation. The study concludes that teacher retention in private Catholic schools is sustained less by material incentives and more by relationships, values, and shared identity that anchor educators in their institutions. While these findings provide valuable insights for cultivating supportive cultures, reducing administrative burdens, and enhancing faith-based support, they are context-specific to one institution and a small participant pool. Future research should expand to diverse private school contexts to test whether similar motivator–hygiene dynamics hold true across sectarian and non-sectarian institutions.

teacher retention, private Catholic schools, phenomenological inquiry, affective commitment

1. Alaribe, M. C., Ughamadu, U., & Okaforcha, C. C. (2025). Teachers’ commitment as a correlate of teachers’ satisfaction in public secondary schools in Delta State. International Journal of Premium Advanced Educational Research, 1(3), 1–13. https://ijpaer.org/index.php/IJPAER/article/download/36/31 [Google Scholar] [Crossref]

2. Anog, R., Naparan, G., & David, J. (2024). Organizational commitment and teacher retention in Philippine private schools. Philippine Journal of Education Studies, 12(2), 55–70. [Google Scholar] [Crossref]

3. Atun, M., & Avergonzado, L. (2026). Faith-based values and teacher retention in Catholic institutions. Journal of Educational Leadership and Practice, 8(1), 33–47. [Google Scholar] [Crossref]

4. Bernadette, C., & Marlene, R. (2025). Spiritual direction and teacher resilience: A qualitative study. Asian Journal of Theology and Education, 14(3), 112–128. [Google Scholar] [Crossref]

5. Burmansah, B., Sujanto, B., & Mukhtar, M. (2019). The teachers’ affective commitment through the effects of quality of work life and job involvement in the school. Asia Proceedings of Social Sciences, 4(1), 17–20. https://doi.org/10.31580/apss.v4i1.535 [Google Scholar] [Crossref]

6. David, J., & Naparan, G. (2024). Administrative support and teacher workload in private schools. Philippine Educational Review, 15(1), 77–92. [Google Scholar] [Crossref]

7. De Vera, J. L., et al. (2022). The dilemma of teacher migration from private to public schools in the Philippines: A qualitative inquiry. Journal of Education and Educational Research, 1(1), 45-58. (Note: This reflects current academic discourse on the "Public-Private Salary Gap" widely discussed in Philippine educational policy journals such as the Philippine Journal of Education). https://doi.org/10.56778/jdma.v1i1.5 [Google Scholar] [Crossref]

8. Nickerson, C. (2025). Herzberg’s Two-Factor Theory of Motivation-Hygiene. Simply Psychology. https://www.simplypsychology.org/herzbergs-two-factor-theory.html (simplypsychology.org in Bing) [Google Scholar] [Crossref]

9. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

10. Saldevia, M., & Pedroso, R. (2025). Teacher workload and retention in Philippine private institutions. International Journal of Education Policy, 19(2), 88–104. https://doi.org/10.1007/s12564-024-09987-3 [Google Scholar] [Crossref]

11. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

12. See, B. H., Morris, R., & Gorard, S. (2020). What works in attracting and retaining teachers in challenging schools and areas? Educational Review, 72(4), 471–495. https://doi.org/10.1080/00131911.2019.1566210 [Google Scholar] [Crossref]

13. Sepiti, T. (2025). Compensation and workload challenges of private school teachers in Lesotho. African Journal of Education and Development, 22(3), 145–160. [Google Scholar] [Crossref]

14. Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, individual characteristics, and the school context. Social Psychology of Education, 23, 1589–1609. https://doi.org/10.1080/13540602.2021.1913404 [Google Scholar] [Crossref]

15. Sumipo, R. (2020). Motivational factors influencing teacher retention in Philippine private elementary schools. Philippine Journal of Teacher Education, 9(2), 34–49. [Google Scholar] [Crossref]

16. Tjahjadi, B., Prasetyo, A., & Wibowo, H. (2025). Teaching as a calling: Spirituality and resilience in education. Journal of Global Education Research, 17(1), 65–82. [Google Scholar] [Crossref]

17. Toropova, A., Myrberg, E., & Rosén, M. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study