Self-efficacy and Job Satisfaction as Correlates to Turnover Intentions among Secondary School Teachers in Mbarara District

  • Godwin Tindyebwa Muhangi Mbarara University of Science and Technology, P.O Box 1410 Mbarara Uganda
Keywords: Self-efficacy, Job Satisfaction, Regression, Turnover.


Turnover intention was related with self efficacy and job satisfaction among secondary school teachers. Independent samples t-test, Chi-square, Pearson Correlation Analysis, Regression analysis; and Kruskal Wallis test showed that: teacher self-efficacy and job satisfaction depend on personal characteristics including sex, age, religious affiliation, marital status, and teaching work experience. The study also revealed that self-efficacy and job satisfaction are correlates to turnover intentions among secondary school teachers while school context self-efficacy predict turnover intentions among teachers. Thus, self-efficacy and job satisfaction should be harnessed to eliminate turnover as a challenge to the teaching profession. 


[1]. D. J. Perlman. “Effective teaching and motivation: Application of self-determination theory”. Journal of Research, Policy & Practice of Teachers & Teacher Education, Vol. 3, 31-37, 2013.
[2]. M. Rwabushaija. “Our learners are the beneficiaries when we pay teachers more”. Uganda National Teachers’ Union Newsletter, p. 2., Dec. 2013
[3]. E. K. Kelloway; B. H. Gottlieb & L. Barham. “The source, nature, and direction of work and family conflict: A longitudinal investigation”. Journal of Occupational Health Psychology, Vol. 4, 337-346, 1999
[4]. M. A. Tremblay., C. M. Blanchard; S. Taylor., L. G. Pelletier & M. Villeneuve. “Work extrinsic and intrinsic motivation scale. Its value for organizational psychology research.” Canadian Journal of Behavioral Science, Vol. 41, 213-226, 2009.
[5]. Mbarara District Education Records Department. “Secondary school records”. Mbarara: Author, 2014
[6]. E. Heery and M. Noon. A dictionary of Human Resource Management. Oxford: Oxford University Press, 2001, pp. 309
[7]. E. Manobar. “Innovative strategies for employee retention in small and medium enterprises: Conceptual study”. International Journal’s Research Journal of Social Science & Management, Vol. 1 (9), 43 – 52, 2012.
[8]. I. A. Friedman & E. Kass. “Teacher self-efficacy: A classroom-organization conceptualization”. Teaching and Teacher Education, Vol. 18, 675–686, 2002.
[9]. E. T. Canrinus; M. Helms-Lorenz., D. Beijaard; J. Buitink & A. Hofman. “Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity”. European Journal of Psychology of Education, Vol. 27, 115–132, 2012
[10]. R. M. Allinder. “The relationship between efficacy and the instructional practices of special education teachers and consultants”. Teacher Education and Special Education, Vol. 17, 86–95, 1994.R. M. Klassen., M. Bong., E. L. Usher., W. H. Chong., V. S. Huan., I. Y. Wong & T. Eorgiou. “Exploring the validity of the teachers’ self-efficacy scale in five countries”. Contemporary Educational Psychology, (2003). Vol. 34, 67–76, 2009.
[11]. E.M Skaalvik & S. Skaalvik. “Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout”. Journal of Educational Psychology, Vol. 99, 611-625, 2007.
[12]. E.M. Skaalvik & S. Skaalvik. “Teacher self-efficacy and teacher burnout: A study of relations”. Teaching and Teacher Education, (2010). Vol. 26, 1059-1069, 2010.
[13]. R. Bogler & A. Somech. “Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools”. Teaching and Teacher Education, Vol. 20, 277–289, 2004.
[14]. H. Ebmeier. “How supervision influences teacher efficacy and commitment: An investigation of a path model”. Journal of Curriculum and Supervision, Vol.18, 110–114, 2003.
[15]. A. Somech & R. Bogler. “Antecedents and consequences of teacher organizational and professional commitment”. Educational Administration Quarterly, Vol. 38, 555–577, 2002.
[16]. M. Tschannen-Moran &A. Woolfolk-Hoy. “The differential antecedents of self-efficacy beliefs of novice and experienced teachers”. Teaching and Teacher Education, Vol. 23, 944-956, 2007.
[17]. W. Y. Chan; S. Lau; Y. Nie; S. Lim & D. Hogan. “Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school”. American Educational Research Journal, Vol. 45, 597–630, 2008.
[18]. A. Woolfolk-Hoy & R. B. Spero. “Changes in teaching efficacy during early years of teaching: A comparison of four measures”. Teaching and Teacher Education, Vol. 21, 343-356, 2005.
[19]. K. Ryan & M. J. Cooper. Those who can, teach. Boston, MA: Wadsworth Cengage Learning, 2010, pp. 548-595
[20]. P. B. Warr., J. D. Cook & T. D. Wall. “Scales for the measurement of work attitudes and psychological well-being”. Journal of Occupational and Organizational Psychology, Vol. 58, 229-242, 1979.
[21]. A. A. Chughtai & S. Zafar. “Antecedents and consequences of organizational commitment among Pakistani university teachers.” Applied Human Resources Management Research, Vol. 11, 39-64, 2006.
[22]. J. Howard & D. Frink. “The effects of organizational restructure on employee satisfaction”. Group and Organization Management, Vol. 21, 278-303, 1996.
[23]. K. Viel-Ruma; D. Houchins; K. Jolivette & G. Benson. “Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction”. Teacher Education and Special Education, Vol. 33, 225–233, 2010.
[24]. A. O. Agho., C. W. Mueller & J. L. Price. (1993). “Determinants of employee satisfaction: An empirical test of a causal model”. Human Relations, Vol. 46, 1007-1027, 1993.
[25]. M. Gupta & M. Gehlawat. “Job Satisfaction and work motivation of secondary school teachers in relation to some demographic variables: A comparative study”. Educationia Confab, Vol. 2, 10-19, 2013.
[26]. R. P. Tett & J. P. Meyer. “Job satisfaction, organizational commitment, turnover intention, and turnover: Path analyses based on meta‐analytic findings”. Personnel Psychology, 46, 259-293, 1993.
[27]. J. Du Plooy & G. Roodt. “Work engagement, burnout and related constructs as predictors of turnover intention”. South African Journal of Industrial Psychology, Vol. 36(1), 1-13, 2010
[28]. M. Alhamwan & N. Mat. “Antecedents of Turnover Intention Behavior among Nurses: A Theoretical Review”. Journal of Management and Sustainability; Vol. 5(1); 84-89, 2015
[29]. I. Kosi; I. Sulemana., J. S. Boateng., R. Mensah. “Teacher motivation and job satisfaction on intention to quit: An empirical study in public second cycle schools in Tamale metropolis, Ghana”. International Journal of Scientific and Research Publications, Vol. 5, 1-8., 2015.
[30]. H. Jonathan; M. Thibeli & C. Darroux. “Impact investigation of organizational commitment on intention to leave of public secondary school teachers in Tanzania”. Developing Country Studies, Vol. 3, 78-91, 2013a.
[31]. H. Jonathan; M. Thibeli & C. Darroux. “Predictors of intention to leave of public secondary school teachers in Tanzania: Exploring the impact of demographic factors, intrinsic and extrinsic satisfaction”. IOSR Journal of Research & Method in Education, Vol. 3, 33-45, 2013b
[32]. J. Cook & T. D. Wall. “New work attitude measures of trust, organizational commitment and personal need non-fulfillment”. Journal of Occupational Psychology, Vol. 53, 39-52, 1980.
[33]. D. Deryakulu., S. Buyukozturk., S. Karadeniz & S. Olkun. “Satisfying and frustrating aspects of ICT teaching: A comparison based on self-efficacy”. International Journal of Social, Management, Economics and Business Engineering, Vol. 2,202-205, 2008.
[34]. N. Santoro., J. Reid; D. Mayer & M. Singh. “Producing ‘quality’ teachers: the role of teacher professional standards”. Asia-Pacific Journal of Teacher Education, Vol. 40, 1-3, 2012.
[35]. F. G. M. Gastaldi., T. Past., C. Longobardi., L. E. Prino., R. Quaglia. “Measuring the influence of stress and burnout in teacher-child relationship”. European Journal of Education and Psychology, Vol. 7, 17-28, 2014.
[36]. A. W. Hoy., W. K. Hoy & H. A. Davis. “Teachers' self-efficacy beliefs”. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of Motivation in School. New York: Routledge, pp. 627-653, 2009.
[37]. P. M. Mampane. “The teacher turnover crisis: Evidence from South Africa”. Business Education & Accreditation, Vol. 4, 73-83, 2012.
[38]. K. J. M. Mutune & J. A. Orodho. “Teachers’ turnover: What are the explanatory variables in public secondary schools in Mbeere south sub-county, Embu County, Kenya?” IOSR Journal of Humanities and Social Science, Vol. 19, 11-24, 2014.
[39]. A. N. Ofili., E. A. Usiholo & M. O. Oronsaye. “Psychological morbidity, job satisfaction and intentions to quit among teachers in private secondary schools in Edo–State, Nigeria”. Annals of African Medicine, Vol. 8, 32-37, 2009.
[40]. T. Kabungaidze., N. Mahlatshana & H. Ngirande. “The impact of job satisfaction and some demographic variables on employee turnover intentions”. International Journal of Business Administration, Vol. 4, 53-65, 2013.