PROFESSIONAL COMMITMENT AND MOBILITY AMONG PUBLIC SECONDARY TEACHERS IN REGION I: BASIS FOR A RETENTION POLICY FRAMEWORK

This study examined the relationship between professional commitment and teacher mobility among public secondary school teachers in Region I and developed an evidence-based retention policy framework. Using a mixed-methods design, quantitative data from 200 teachers were analyzed through descriptive and inferential statistics, while qualitative insights from 10 purposively selected participants were examined via thematic analysis. Findings revealed moderate to high levels of professional commitment, with affective commitment most prominent, and low actual turnover despite noticeable mobility intentions. Both push factors (e.g., workload and job demands) and pull factors (e.g., higher salaries and better career opportunities) significantly influenced mobility decisions, with pull factors exerting a stronger effect. No significant relationship was found between professional commitment and mobility; however, significant associations emerged between mobility and push–pull factors, and between professional commitment and pull factors. These results suggest that teacher retention is shaped more by systemic conditions and external opportunities than by professional commitment alone. Based on these findings, a Teacher Retention Policy Framework was developed, outlining strategic policy directions, targeted programs, and feedback mechanisms to support sustainable teacher retention.