Authors : Jeana M. Mequiabas

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/5n9x8hx6

Scribd : https://tinyurl.com/4ww3p4xm

DOI : https://doi.org/10.38124/ijisrt/26jul1545

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the mediating effect of organizational support for professional learning on the relationship between teaching passion and retention among secondary school teachers in Cluster 7 Public Secondary Schools in Davao City, utilizing Baron and Kenny’s (1986) mediation method under a descriptive-correlational non-experimental design. A total of 107 respondents were selected using stratified random sampling. Adapted and modified survey questionnaires were used to ensure contextual alignment and reliability, with pilot testing conducted beforehand. The findings revealed that teaching passion, teacher retention, and organizational support for professional learning were all rated as moderately extensive. Among the domains, reflectiveness and school climate and culture emerged as the most evident, while innovativeness and support for further academic advancement were least observed. Correlation analysis showed strong and significant positive relationships among the three variables, while mediation analysis confirmed that organizational support for professional learning significantly and positively mediates the relationship between teaching passion and retention. The findings support the JD-R Model, Social Exchange Theory, and Self-Determination Theory, indicating that institutional support enhances teacher well-being, engagement, and long-term commitment.

Keywords : Teaching Passion, Teacher Retention, Organizational Support, Mediation, Professional Learning.

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