Exploring the Impact of School Work Environments on Teacher Retention in Karachi: A Psycho-Institutional Perspective

Authors

  • Intizar Hussain Lecturer Department of Teacher Education, University of Karachi, Karachi
  • Hina Hussain Kazmi Independent Researcher & focal person at HANDS Pakistan, Karachi
  • Rafiqul Islam Government Comprehensive Higher Secondary School, Azizabad, Karachi

DOI:

https://doi.org/10.58622/vjes.v4i3.203

Keywords:

teacher retention, work environment, teacher education, Karachi, motivation, professional development

Abstract

This study investigates the relationship between schools' work environments and teachers' decisions to remain in teaching in the schools of Karachi. Framed within a psycho-institutional perspective, the research employed a quantitative approach using a five-point Likert-scale questionnaire. The population comprised teachers actively working up to 2023. A sample of 399 respondents was selected through random sampling from ten large public sector schools. Data were analyzed using SPSS 22, employing Pearson’s correlation coefficient to examine the strength and direction of relationships. Results reveal a significant positive correlation between school work environments and teacher retention. These findings highlight the critical role of school environments in motivating teachers to pursue continuous professional development and remain in teaching, with implications for improving teaching quality and retention strategies.

Keywords: , , , , ,

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Published

2024-07-30

Issue

Vol. 4 No. 3 (2024): Voyage Journal of Educational Studies (VJES)

Section

Articles