Abstract

• The main purpose of the study was to investigate the influence of trust in schools and job satisfaction on teacher retention. A total sample of 630 in-service teachers (PAT, JAT, SAT) was randomly selected from the Ayeyarwady Region, Yangon Region, and Mon State. To find out trust in schools, job satisfaction, and teacher retention, the Omnibus T-Scale (OTS) developed by Hoy and Tschannen-Moran (2003), the Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1987), the Intent to Stay Questionnaire (ISQ) developed by Olivier (2001) were used. There was no significant difference in trust in schools (overall), job satisfaction (overall), and teacher retention (overall) by gender. ANOVA results indicated a significant difference in trust in schools (overall) by age and designation at 0.01 level and location at 0.001 level. ANOVA results indicated a significant difference in job satisfaction (overall) by age and designation at 0.001 level and location at 0.01 level. There was a significant difference in teacher retention by age at 0.05 level, location at 0.01 level, and total teaching experience at 0.001 level. There was a significant positive correlation between trust in schools and teacher retention at 0.001 level and job satisfaction and teacher retention at 0.001 level. The faculty trust in colleagues subscale at 0.001 level and faculty trust in clients subscale at 0.001 level of trust in schools were significant positive predictors of teacher retention. Again, the colleagues subscale at 0.01 level and work itself subscale at 0.001 level of job satisfaction were significant positive predictors of teacher retention. The construct of trust in schools and job satisfaction of in-service teachers were considered to support teacher retention. This study will be useful for educators, principals, and educational stakeholders to maintain qualified teachers in the teaching profession and then help to improve professional knowledge and feel fulfilled as educators.