WORK STRESS, JOB SATISFACTION AND TEACHERS’ TURNOVER INTENTION IN ZARIA METROPOLIS: THE MODERATING ROLE OF SELF EFFICACY
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Author
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Department of Administration
ABSTRACT
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Contemporary educational theory holds that one of the major causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers and this might not be unconnected with shortage of teachers. In Zaria Metropolis, records have shown increasing voluntary turnover of public secondary school teachers in the past six years.
This may be as a result of stressful nature of the teaching job or level of job satisfaction. Studies have considered self-efficacy as one of the most important factors effecting teachers‟ job satisfaction during their challenging teaching years. Therefore, this study examined the moderating role of self efficacy in the relationship between work stress, job satisfaction and teachers‟ turnover intention in Zaria Metropolis.
The population of the study is 1647 teachers in the Metropolis and a total of 355 participated in the research. A cross-sectional survey research design was used and data were collected by using questionnaires adapted from past studies. The study employed Partial Least Square Structural Equation Modeling (PLS-SEM) using SmartPLS 2 software. The results confirmed that work stress has a significant positive effect on turnover intention, job satisfaction has significant negative effect on turnover intention and self efficacy has significant negative effect on turnover intention. The study further revealed that self efficacy moderated the relationship between job satisfaction and turnover intention and that it failed to moderate the relationship between work stress and turnover intention.
In line with these results, the study concludes that turnover intention is affected by work stress, job satisfaction and self efficacy and self efficacy significantly strengthen the relationship between job satisfaction and teachers‟ turnover intention in Zaria Metropolis. The study therefore recommended that the schools should organize stress management training, time and priority management workshop for their teachers as these will combat job stress raise job satisfaction reduce turnover intention
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