CONSTRUCTING A PSYCHOSOCIAL MODEL FOR TEACHER RETENTION: INSIGHTS FROM THE CONSERVATION OF RESOURCE THEORY
CONSTRUCTING A PSYCHOSOCIAL MODEL FOR TEACHER RETENTION: INSIGHTS FROM THE CONSERVATION OF RESOURCE THEORY

Summary/Abstract: This article explores the complex issue of teacher retention in African high schools, using a psychosocial framework to analyse factors like work engagement, psychological capital, and occupational passion. Drawing from the Conservation of Resource (COR) theory, it underscores the importance of preserving resources for teachers' professional development. By reinstating psychological capital as a mediator, the study reveals positive connections between work engagement and key outcomes such as organizational commitment, job satisfaction, and satisfaction with retention practices. It identifies these factors as crucial for a resilient teaching workforce and emphasizes their role in guiding teacher retention. Beyond theory, the article recognizes their broader impact on institutional cohesion. The psychosocial model offers guidance to teachers, encouraging dedication, finding joy in work, and deriving fulfilment from passion. In marginalized communities' high schools, the research uncovers internal factors affecting retention while highlighting the endurance and commitment needed to overcome challenges. Ultimately, the psychosocial model is a tool for fostering resilient and dedicated teachers, shaping a vibrant educational landscape.

• Details
• Contents