Human Resource Development Practices and Turnover Intentions among Basic School Teachers: The Mediating Role of Career Commitment

Abstract

Purpose: The study sought to examine the influence of perceived support for participation in human resource development (HRD) practices on teacher turnover intentions in the Tolon District of the Northern Region of Ghana. Methodology: Using a cross-sectional survey design, questionnaires were used to collect data from 120 teachers from the Tolon Senior High School.  Data were analyzed using PROCESS macro ver. 4.2. Findings: Results from regression analysis showed that perceived support for participation in HRD practices had a negative relationship with teacher turnover intentions. It was further found that teacher career commitment mediates the negative relationship between perceived support for participation in HRD practices and turnover intentions. Unique contribution to theory, policy and practice: The study contributes to the existing body of knowledge on the application of social exchange theory (SET) in understanding workplace dynamic and highlights the importance of fostering a supportive work environment that encourages employee participation in HRD activities, such as training programs, mentorship initiatives, and career development opportunities