Abstract
Using the four-capital retention model as a framework, this study attempted to explore moderators of teacher retention and job satisfaction in Ethiopia and Malawi. A total of 510 teachers were recruited from the two countries. They completed the Teacher Retention Scale, which is based on the four-capital model. The data were subjected to confirmatory factor analysis, path analysis, mediation analysis and multivariate analysis of variance. The results showed that teacher retention did not contribute to the variance in job satisfaction. However, the type of teacher and their place of teaching moderated the relationship between teacher retention and job satisfaction. The need for continental teacher retention policy guidelines is discussed alongside discussions on other study implications.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
More From: Preventing School Failure: Alternative Education for Children and Youth
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
