Harakat 1563-3306 20 20 2004 06 21 - - 10307 FA Journal Article 1970 01 01 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-FE 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 FE 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 FE teachers and non-FE 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 FE and non-FE teachers showed that there was a significant difference in recognition fo support between high-educated FE teachers and experienced ones. There was also a significant difference in work balance conditions between single and married female non-FE teachers in general. FE teachers had a better condition in recognition of support. Comparing to other teachers the same was true for non-PE teachers regarding inclusiveness. 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-FE 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 FE 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 FE teachers and non-FE 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 FE and non-FE teachers showed that there was a significant difference in recognition fo support between high-educated FE teachers and experienced ones. There was also a significant difference in work balance conditions between single and married female non-FE teachers in general. FE teachers had a better condition in recognition of support. Comparing to other teachers the same was true for non-PE teachers regarding inclusiveness. https://joh.ut.ac.ir/article_10307_eb83050af7dac723475d419f383cb103.pdf