Do teachers leave the profession or move to another school when they don’t fit?

Vekeman, Eva; Devos, Geert; Valcke, Martin; Rosseel, Yves

doi:10.1080/00131911.2016.1228610

Cited by 23 publications

(17 citation statements)

References 63 publications

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“…This finding suggests that faculty members who perceive a high congruence with their organisation are more likely to feel compatible with job characteristics. This result is aligned with Vekeman et al [57] contention that teachers who fit the characteristics of the schools (i.e., organisation) were more satisfied and less willing to quit the profession. This finding is also in line with spillover theory, which maintains that perception of fit in one sphere (e.g., POF) can spillover positively into another sphere (i.e., PJF) [41].…”

Section: Discussionsupporting

confidence: 87%

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The Mediating Role of Person-Job Fit between Person-Organisation Fit and Intention to Leave the Job: Empirical Evidence from Pakistan

et al. 2020

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The turnover of faculty members is a pressing problem that has adversely affected the performance and productivity of higher education institutions. The purpose of this study is to examine the direct effect of person-organisation fit (POF) and person-job fit (PJF) on faculty members’ turnover intentions. Furthermore, the study explores the mediating role of PJF between POF and turnover intention. Data collected from faculty members of public sector colleges (n = 250) were analysed using partial least squares structural equation modelling. The results, contrary to our expectations, revealed that POF is not a significant predictor of faculty turnover intention. However, the results provided support for the negative relationship between PJF and turnover intention. Additionally, as predicted, the results confirmed that PJF mediates the relationship between POF and turnover intention. The findings also revealed that the reliability and validity of the adopted/adapted scales change in the context of different countries and organisational settings. The theoretical and practical implications, research limitations and directions for future research are provided.

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Section: Discussionsupporting

confidence: 87%

“…In today's uncertain and competitive business world, one of the critical success factors in retaining employees is their compatibility with the attributes of the organisation [9,57]. This study investigated the direct and indirect effects of POF (via PJF) on academics' turnover intentions.…”

Section: Discussionmentioning

confidence: 99%

The Mediating Role of Person-Job Fit between Person-Organisation Fit and Intention to Leave the Job: Empirical Evidence from Pakistan

et al. 2020

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“…Such an objective offers practitioners an improved understanding of the factors that may lead to the academic's turnover and provides some insights to the organisations on how to improve the compatibility of faculty with the organisations and reduce their turnover intention. This is important because fit with the organization was found to be negatively related to the employees' willingness to leave the schools (Vekeman et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…The turnover of the academicians has become a global issue (Vekeman et al, 2017) because the turnover of academics not only affects the productivity of the organisations but also results in the disruption of the teaching and research activities and students learning. Owing to such grave implications, understanding the factors that may contribute to the academics' turnover intention would benefit organisations (Johnsrud and Rosser, 2002).…”

Section: Introductionmentioning

confidence: 99%

Work-life balance practices and turnover intention: The mediating role of person-organization fit

Kakar¹

2019

Int. j. adv. appl. sci.

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The higher educational institutions in Pakistan are facing challenges to reduce the turnover of their faculty members. To date, research has failed to explore the antecedents of faculty members' turnover intention, especially in the context of Pakistan. The purpose of this study was to investigate worklife balance practices and person-organization fit as antecedents of faculty members' turnover intention. This study hypothesized that work-life balance practices and person-organization fit are negatively related to intention to leave the job. Furthermore, the study proposed that person-organization fit mediates the negative relationship between work-life balance practices and intention to leave the job. This study adopted a cross-sectional design and a quantitative approach. The data was collected from a total of 250 faculty members from the public sector colleges in Baluchistan, Pakistan, through self-administered questionnaires. This study used partial least square structural equation modeling (PLS-SEM) for the analysis of measurement and structural model. The results revealed that work-life balance practices and person-organization fit had a direct negative and significant effect on employees' intention to leave the job. Furthermore, the results also showed that person-organization fit mediated the relationship between work-life balance practices and intention to leave the job. This study contributes to work-life balance practices and person-organization fit literature by examining the mediating processes through which work-life balance practices and intention to leave are linked. These findings provide important implications for human resource professionals to reduce the turnover of faculty members. Limitations and directions for future research are discussed.

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“…Santoro 2016;Towers and Maguire 2017). Less common is the phenomenon of teachers opting to stay in education but 'shift' roles, either internally or externally (Lindqvist, Nordänger, and Carlsson 2014;Vekeman et al 2017). For some, the rationale to continue teaching may be viewed in the context of tactical behaviours that signal an evolving facet of professional identity, and one that helps to 'weather the storm', or what I describe as professional 'hedging'.…”

Section: The Tactical Primary Teachermentioning

confidence: 99%

Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’

Sturrock

2021

Research Papers in Education

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As the global neo-liberal reform movement in education continues to evolve, so does the simultaneous transfiguration of the profile and status of primary school teachers in England. Reform continues to delineate the aims and purpose of primary education in increasingly essentialist terms. This paper explores English primary school teachers' perceptions and experiences of teaching, and of being a teacher, in a period of considerable change. Extending the existing research literature about primary school teachers, it explores the progressively strategic nature of policy enactment and the tactics employed by teachers to manage conflicting demands. The paper draws upon rich qualitative data from two sets of interviews with 22 primary teachers employed in the South-East of England. Thematic analysis facilitated findings about teachers' encounters with, and responses to, neo-liberal policy reform, notably in relation to accountability and managerialism. The view that 'nothing is ever good enough' reflects recurrent data affirming the relationship between school leadership and teachers' demoralisation, as well as perceived reputational decline more broadly. Findings highlight the emergence of the primary practitioner as 'tactician', and of a particular brand of survivalism necessary for a context that acts to pedagogically and philosophically constrain the purpose of primary education.

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Do teachers leave the profession or move to another school when they don’t fit?

Cited by 23 publications

References 63 publications

The Mediating Role of Person-Job Fit between Person-Organisation Fit and Intention to Leave the Job: Empirical Evidence from Pakistan

The Mediating Role of Person-Job Fit between Person-Organisation Fit and Intention to Leave the Job: Empirical Evidence from Pakistan

Work-life balance practices and turnover intention: The mediating role of person-organization fit

Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’

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