MOTIVATION FACTORS AND ORGANIZATIONAL SUPPORT INFLUENCING TEACHER RETENTION IN QIXIAN NO. 2 MIDDLE SCHOOL, SHANXI PROVINCE

Abstract

This study examined the influence of motivation factors and organizational support on teacher retention at Qixian No. 2 Middle School in Shanxi Province. A total of 231 teachers participated, selected through purposive sampling to ensure representation across teaching levels, academic departments, and administrative roles. Data were collected using a structured questionnaire consisting of four sections measuring demographic characteristics, motivation factors based on ERG Theory, organizational support, and teacher retention. All items were rated on a five-point Likert scale and validated for content accuracy prior to administration. Descriptive results indicated generally high levels of perception across all variables, although these elevated means should be cautiously interpreted due to potential social desirability tendencies. Among the motivation dimensions, Growth Needs received the highest mean score ("X" ̅ = 3.78, SD = 1.07), followed closely by Existence Needs ("X" ̅ = 3.75, SD = 1.09) and Relatedness Needs ("X" ̅ = 3.73, SD = 1.05). Organizational support was also rated highly, with Institutional Benefits showing the strongest perception ("X" ̅ = 3.94, SD = .93). Teacher retention demonstrated similarly high values, with Commitment to Stay recording the highest mean ("X" ̅ = 3.88, SD = 1.05). Inferential analysis revealed that motivation factors had a statistically significant but very weak positive correlation with teacher retention (r = .233, p < .01) and with organizational support (r = .110, p < .05). In contrast, organizational support demonstrated a very weak and non-significant correlation with teacher retention (r = .070), suggesting that although teachers perceived the school environment as supportive, such perceptions did not meaningfully influence their intention to remain. These results underscore the central role of motivation and the limited direct effect of organizational support on teacher retention within this context.