MOTIVATION FACTORS AND PERCEIVED ORGANIZATIONAL SUPPORT THAT INFLUENCING TEACHER’S RETENTION: A CASE STUDY OF TRAINING INSTITUTIONS IN CHINA

Abstract

The purpose of this study is to gain insights into the factors influencing teacher retention in Chinese out-of-school training institutions. The research framework was constructed by reviewing relevant literature and using theories such as motivation theory, perceived organizational support, and so on. A total of 197 samples of teachers in the organizations where the authors had worked were included in the study, and probability random sampling and convenience sampling were used for data collection through an online questionnaire. Data analysis included frequency of use, percentage, mean and standard deviation, and hypothesis testing through multiple regression analysis. The results of the study showed that most of the respondents were female, aged 31-40 years, married, with a bachelor's degree, working for 1-5 years with experience, and earning an average income of $5,001-$10,000 per month. In addition, motivational factors had a positive effect on teachers' retention in the training organization with statistical significance at the 0.05 level and a predictive power of 63%. Perceived organizational support factor has a positive effect on teachers' retention with statistical significance at 0.05 level and predictive power of 72.2%.