Teacher retention is a common concern of basic education institutions especially as a significant number of resources is used for teacher development. This study aims to find out if the different models of continuous professional development as conceptualized by Kennedy (2005) has an impact on the decision of mid-career teachers to stay in the profession. Mid-career teachers, given their length of stay in the school, were chosen as the subject of this study as they would have already gone through various professional development activities in their teaching career. From an initial search of articles between 2015 and 2025, 24 relevant studies were selected to answer whether CPD contributes to the retention decision of mid-career teachers. While the centrality of CPD in enhancing teachers’ professional growth is well established, specific models of CPD that directly influence the retention of mid-career teachers remain underexplored. Findings indicate that CPD has various effects on the teachers and on the environment that may contribute to retention decisions. The discussion of the findings surfaces implications for the effective design of CPD to make them viable in making teachers stay in the profession.

Authors:
Jane Cacacho, Ateneo de Manila University, Philippines
Brian Aljer Coballes, Ateneo de Manila University, Philippines
Maria Coney Pallones, Ateneo de Manila University, Philippines

About the Presenter(s)
Ms. Jane Cacacho is the Grade School Principal of Xavier School in San Juan City. She actively contributed to teacher formation through the design and facilitation of professional development programs, focused on PBL, classroom management, and instructional assessments.

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