The purpose of the present study is to compare three factors of job retention
(JRF) including work balance conditions, recognition of colleague support, and
inclusiveness between (PE) and non-(PE) teachers. Out of 1963 high school
teachers in Rasht, 71 (PE) teachers (4%) and 213 non-(PE) teachers (13%) were
selected. To measure the 3 factors, a standard questionnaire (JRF) designed by
Sue Ingles, Pastor and Banyl Chuk (1996) was used. The reliability of the
questionnaire was estimated by Ramezani Nejad (2001) with Cronbach Alpha
coefficient of 0.83. 81% of the questionnaires (231) were returned (57 (PE) and
17 non-(PE) teachers). After collecting the data, T-student test, analysis of
variance (ANOVA) and Tukey test were used in the level of P<0.05. The results
of the study indicated that from (PE) teachers and non-(PE) teachers point of view,
the first priority is work balance conditions, and the last ong is inclusiveness. But
for al the teachers, the first priority is the recognition of colleague support, and
the last one is inclusiveness. A comparison 3 main factors between (PE) and
non-(PE) teachers showed that there was a significant difference in recognition fo
support between high-educated (PE) teachers and ex(PE)rienced ones. There was
also a significant difference in work balance conditions between single and
married female non-(PE) teachers in general. (PE) teachers had a better condition
in recognition of support. Comparing to other teachers the same was true for
non-(PE) teachers regardinginclusiveness.