THE RELATIONSHIP BETWEEN THE RESOURCE-BASED VIEW AND TEACHER RETENTION AT HANDAN YUHUA MIDDLE SCHOOL

Abstract

This study investigates the relationship between the resource-based view of the firm and teacher retention at Handan Yuhua Middle School in China. The resource-based concept emphasizes the importance of internal resources that are valuable, unique, inimitable, and non-substitutable in maintaining a competitive edge. Using this theory in an educational setting, the study investigates how internal factors such as recruitment channels, remuneration and benefits, school reputation, and working conditions affect teacher retention. The study used a quantitative research approach, with a structured questionnaire distributed to 239 participants recruited from three campuses using stratified random sampling. The research instrument was divided into four sections, each assessing general respondent data, perceptions of resource-based view variables, and factors influencing teacher retention, such as opportunities for development, career advancement, support for further education, compensation, additional benefits, working conditions, workplace relationships, and policy transparency. Descriptive statistics and inferential approaches were used to investigate the associations between the independent and dependent variables. The findings show that resource-based factors such as a good school reputation, effective compensation systems, and positive working environments have a major impact on teachers' decisions to stay in their positions. The study highlights that schools that want to boost retention should invest in developing internal resources that match RBV requirements, resulting in an appealing and supportive environment. The findings provide practical insights for educational administrators seeking long-term staff stability and demonstrate RBV's potential as a strategic lens for human resource planning in education. The paper concludes with robust comprehensive suggestions for future qualitative research.