SOCIAL RECOGNITION AS A PREDICTOR OF JOB RETENTION AMONG PRIMARY SCHOOL TEACHERS IN PUNJAB

Abstract

Teacher retention remains a serious issue in the Punjab public primary schools in Pakistan because a sustainable and motivated teaching force is central to the quality and sustainability of educational provision.  Even though the organizational factors that lead to retention have been studied with growing academic interest, there is limited empirical evidence to define the predictive validity of social recognition on teachers' choice to stay in the occupation. The current research examined how far social recognition can be used as a predictor of job retention among primary school teachers of Punjab.  The study was based on a positivist paradigm, and the research design that was used was a causal-comparative research design.  A multistage simple random sampling approach was used in the selection of 1,200 primary school teachers in three divisions of Punjab in the public sector.  A five-point Likert-type survey was developed based on the research question, measuring the dimensions of social recognition, such as status, prestige, care, respect, and social esteem and job retention components, such as environment, workplace adjustment, role of school leadership, teachers evaluation, teachers need assessment, job satisfaction and mentoring, as well as the data were collected.  Predictive relationships were examined using both the simple and multiple regression analyses.  The results suggested that social recognition is a strong predictor of job retention and respect, social esteem, and care were found to be the best-defined dimensions.  The research suggests institutionalizing the structured recognition systems by the educational authorities and the school leadership, creating a positive, respectful and supportive professional atmosphere and thus strengthening teacher dedication and encouraging long-term retention in the Punjab government school system in primary education.