The Role of Perceived Organisational Support and the impact of its constructs on Teacher Retention

Abstract

It is critical to retain skilled teachers to provide high quality education in schools. With the current shortage of experienced, talented teachers, turnover intentions have a negative impact on the competitive environment in which schools currently operate. The retention of teachers is possible through perceived organisational support which reduces turnover intentions and leads to greater competitiveness. To date, most researchers examining the retention of teachers, focus on reasons why people leave. The purpose of this study was to examine the retention of teachers and the impact of perceived organisational support and which of its constructs plays the largest role in retention. Perceptions of teachers concerning the contributing factors that led to their intent to stay was examined. The factors that were included in this study were examined to gain insight into which of the constructs of perceived organisational support had the greatest impact on teacher retention. Quantitative methodologies were employed to gain data and to test the predetermined hypothesis regarding the strength of the relationship between the variables and retention. The survey instrument was distributed electronically to currently employed teachers. Participants in this study taught in government as well as independent schools, across all school levels. Surveys were used to measure respondentÕs perceptions regarding retention and perceived organisational support within a cross-sectional timeframe. Factor analysis, multiple regression and analysis of variance were applied to determine whether a predictive relationship existed amongst the variables. The analysis of the quantitative data supported the relevance the literature on the role of perceived organisational support and its constructs in retention. However, the data showed a direct correlation with rewards and recognition as well as specific demographic variables in retention.