Öğretmenlerin kurumda kalma kararını etkileyen faktörler: İstanbul'daki özel bir okulöncesi kurumunda vaka çalışması

Teacher retention is a critical issue in early childhood education (ECE), as high teacher turnover negatively impacts educational continuity, student learning outcomes, and recruitment costs. While extensive research has explored teacher retention in public schools, studies focusing on private preschool institutions remain limited. This study investigates the factors influencing teacher retention in a private early childhood institution with low turnover rates. Guided by Wenger's (1998) Communities of Practice (CoP) framework, Meyer and Allen's (1991) Three-Component Model of Commitment, and Vygotsky's (1978) Social Constructivist Theory, semi-structured interviews were conducted with 18 preschool teachers. Thematic analysis was utilized to examine the data. Findings reveal that strong collegial relationships, open communication, and a collaborative school culture significantly enhance teacher commitment. Additionally, leadership practices emphasizing autonomy, fairness, and recognition strongly support teacher retention. Institutional policies prioritizing professional development opportunities, collegial support, and inclusive leadership structures effectively decrease turnover. This study contributes to the literature on teacher retention within private early childhood education contexts and provides policy recommendations to support teacher retention.