Psychological Factors to Retain Teachers in Education in Namibia

Abstract

Teachers are resigning at an alarming rate. It is feared that this will disrupt the education system, economic growth and development of Namibia. Considering the critical importance of education in any country, teacher attrition needs to be investigated and vital recommendations presented to prevent an economic collapse. The purpose of this study was to investigate the relationship between psychological conditions, sense of calling, organisational commitment and turnover intention of teachers in Namibia. Due to the lack of qualified teachers, work stress increases and high learner failure rates continue. When teachers experience a sense of calling, meaning in their work, become more committed, they would want to stay, work hard, reducing work stress and reducing learner failure rates. This study made use of a questionnaire to collect data on the biographical details, psychological conditions, sense of calling, organisational commitment and turnover intention of teachers at schools in Namibia. The sample consisted of teachers from the Omaheke, Oshana and Oshikoto regions (n=288). These variables recorded significant relationships with turnover intention. Affective commitment, sense of calling (prosocial orientation search; transcendent summons search; purposeful work presence; purposeful work search), and psychological meaningfulness significantly predicted turnover intention. These positive psychological states can improve teachers productivity, work engagement and learners performance. Schools and teachers need to engage in job crafting and job enrichment, enhancing affective commitment, enhancing the meaning and purpose of teaching in Namibia, and ensuring that teachers remain in the teaching profession.