Leadership Practices for Teacher Retention Leading to Policy Development in Private Academic Institutions

Teacher retention poses a significant operational challenge for private academic institutions, which often serve as temporary training grounds due to systemic macroeconomic disadvantages. The objective of this qualitative case study is to explore the specific leadership practices used by school leaders to promote teacher retention in selected private academic institutions in Mati City. Drawing on Adaptive Leadership Theory and Situational Leadership Theory, the study utilized a qualitative case study design to examine retention strategies in depth. Data were collected through semistructured interviews with 18 purposively selected key informants, comprising six school heads, five human resources personnel, and seven teachers across seven private basic education schools. Data were analyzed using reflexive thematic analysis. The results indicate that administrators retain staff by integrating technical administrative support with adaptive relational strategies. These practices include fully subsidizing continuous professional development, cultivating approachable and family-oriented work environments, and embedding daily operations within a mission-driven framework. By fostering open communication and prioritizing the holistic enhancement of educator capabilities, school leaders successfully mitigate professional isolation. In conclusion, the study demonstrates that relying solely on standard administrative directives is insufficient to secure workforce loyalty. By combining situational guidance with adaptive relational care, educational leaders can successfully transform routine teaching jobs into deep vocational callings despite overwhelming macroeconomic pressures.

Teacher retention, leadership practices, Situational Leadership Theory

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