Michelle Basilio-Estillore^1,, Madeilyn B. Estacio², Romiro G. Bautista²

This study examined the interplay of motivation, job satisfaction, and intent to stay among private basic education teachers in Cauayan City, Philippines, addressing persistent concerns over teacher retention in private schools. Guided by Self-Determination Theory and contemporary turnover literature, the study sought to model how intrinsic and extrinsic motivation, multidimensional job satisfaction, and teacher profiles collectively shape retention outcomes. Using a quantitative design and Partial Least Squares Structural Equation Modeling (PLS-SEM), the research validated the measurement model and tested the structural relationships among constructs. Results showed strong reliability and acceptable fit, with the model explaining 64% of the variance in job satisfaction and 25% in turnover intention. Motivation significantly increased job satisfaction and directly reduced turnover intention, while job satisfaction negatively predicted turnover intention with a smaller effect. Second-order analysis revealed that compensation and benefits, work environment, and coaching support were the most influential facets of job satisfaction. These findings indicate that motivation is the most powerful driver of retention, but structural supports remain essential. The study concludes that strengthening motivational drivers, improving workplace conditions, and enhancing professional support can meaningfully increase teachers’ intent to stay, offering actionable insights for private educational institutions aiming to stabilize their workforce.

Teacher motivation, Job satisfaction, onboarding, PLS-SEM