Professional Learning Community and Organizational Culture on Teachers’ Attrition in Catholic Schools

This study examined the relationship between professional learning community (PLC) practices and organizational culture in relation to teacher attrition in Catholic schools. A total of 287 teachers from Bukidnon participated during the school year 2025–2026 through a structured survey questionnaire. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression. Results indicated that Catholic school teachers reported high levels of PLC practices, as reflected in the overall mean, and demonstrated a strong organizational culture characterized by a mission-oriented environment that fosters teamwork and institutional effectiveness. Despite the presence of a supportive and spiritually grounded culture, teachers exhibited moderate to high levels of attrition, influenced by factors such as working conditions, salary, opportunities for professional growth, and job satisfaction. Correlation analysis confirmed a significant relationship between PLC practices and organizational culture with attrition. Regression analysis further revealed that shared personal practices within PLCs and coordinated teamwork within organizational culture were significant predictors of teacher attrition, highlighting their critical role in shaping teachers’ decisions to remain in or leave their institutions. The study concludes that strengthening PLC practices and cultivating a supportive, collaborative organizational culture are essential strategies for enhancing teacher retention and reducing attrition in Catholic schools.

Advancement, Leadership, Institutional Goals, Faith-based Education, Shared Commitment, Retention

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