WORK STRESS, JOB SATISFACTION AND TEACHERS’ TURNOVER INTENTION IN ZARIA METROPOLIS: THE MODERATING ROLE OF SELF EFFICACY

Abstract

Contemporary educational theory holds that one of the major causes of inadequate school performance is the inability of schools to adequately staff classroom with qualified teachers and this might not be unconnected with shortage of teachers. In Zaria Metropolis, records has shown voluntary turnover of public secondary school teachers in the past six years. This may be as a result of stressful nature of the teaching jobs 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, the current study examined the moderating role of self efficacy in the relationship between work stress, job satisfaction and teachers’ turnover intention in Zaria Metropolis. A total of 355 public secondary school teachers in Zaria metropolis participated in the research. A survey research design was used and data were collected by using instruments adapted from past studies. The study employed Partial Least Square Structural Equation Modeling (PLS-SEM) using SmartPLS 2 software. The results of the study confirmed that work stress, job satisfaction and self efficacy have significant effect on turnover intention. The study further revealed that self efficacy moderates the relationship between job satisfaction and turnover intention and that it failed to moderate the relationship between work stress and turnover intention. The study therefore recommended that appropriate retention measures should be put in place and strategy of reducing work stress and improving job satisfaction and self efficacy should be enhanced.