ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigates the demographic profile of school administrators and its impact on teacher retention and professional development. Specifically, it examines the role of administrators’ age, gender, marital status, educational background, and experience in shaping leadership practices that influence teacher satisfaction and career longevity. The findings indicate that while personal attributes such as experience and education contribute to a stable and emotionally intelligent leadership approach, leadership practices are more influential in promoting teacher retention. The study revealed that school administrators, although making moderate efforts to support teacher retention, need to further enhance their leadership practices, particularly in fostering a positive work environment, providing professional growth opportunities, and offering recognition and compensation. Moreover, the research highlights the need for more robust professional development programs that are tailored to teachers’ specific needs and career advancement goals. Administrators’ ability to mentor, foster positive school culture, and emphasize continuous learning plays a critical role in teacher retention and satisfaction. Statistical analyses revealed that demographic variables had minimal direct influence on retention and professional development outcomes, suggesting that leadership behaviors are the primary drivers of teacher retention. The study concludes by recommending that school administrators focus on enhancing their leadership competencies, cultivate a collaborative and supportive school culture, and prioritize professional development structures that empower teachers to grow and succeed. By doing so, administrators can create an environment conducive to teacher satisfaction and longterm retention. Keywords — Teacher Retention, Professional Development, School Administrators, Leadership Practices, Teacher Satisfaction