Sustainable Employability: Precariousness, Capabilities, and Functioning of Special Education Teachers in Namibia

Abstract

Institutions cannot ignore the need for the sustainable employability of people. This study aimed to investigate the sustainable employability of special education teachers from the perspective of employment precariousness, capabilities, and functioning (flourishing and intention to leave) of special education teachers in Namibia. Using a cross-sectional survey design, teachers (n = 200) across seven Namibia regions took part in this study. The Precarity Position Profile, Capability for Work Questionnaire, Flourishing at Work Questionnaire, and Intention to Leave Questionnaire were administered. The results showed that precarious employment was negatively associated with the capability set and with flourishing (emotional, psychological, and social well-being) and positively associated with intention to leave. Low job insecurity and the capability set were associated with emotional well-being. Moreover, low job insecurity, professional development, and the capability set were associated with psychological well-being. Furthermore, precarious work conditions, job insecurity, low professional development, and low scores on the capability set were associated with low social well-being. Precarious work conditions and low scores on the capability set were associated with teachers’ intentions to leave. Two dimensions of precarious employment, namely salary and precarious work conditions, indirectly affected teachers’ emotional, psychological, and social well-being via the capability set.