Selected organizational factors and teacher turnover intention in private secondary schools in northern Tanzania

Robert N. Kanju; Chacha A. Matoka; Nyanjige Mayala

doi:10.51867/asarev.3.1.17

Authors

Robert N. Kanju The Open University of Tanzania, Tanzania Author
Chacha A. Matoka The Open University of Tanzania, Tanzania Author https://orcid.org/0000-0003-0498-3465
Nyanjige Mayala Mwenge Catholic University, Tanzania Author https://orcid.org/0000-0003-4468-3950

DOI:

https://doi.org/10.51867/asarev.3.1.17

Keywords:

Organizational Factors, Private Secondary Schools, Social Cognitive Theory, Tanzania, Teacher Turnover Intention

Abstract

The study investigated the impact of selected organizational factors on teacher turnover intentions among teachers employed in private secondary schools in Northern Tanzania. Following the positivism paradigm, a quantitative research design was applied. This study employed Social Cognitive Theory. The targeted population was classroom teachers who work in private secondary schools in Arusha, Kilimanjaro, Tanga, and Manyara regions. Teachers were selected via stratified random sampling. Explanatory cross-sectional survey method was used where data were gathered from 384 classroom teachers working in the four regions (Arusha, Kilimanjaro, Tanga, and Manyara) through structured questionnaires. Descriptive statistics, Pearson correlation coefficient, and multiple regression analyses were performed. Organizational factors had a high mean value (M=3.8978, SD = 0.3176). There was a very strong positive correlation between organizational factors and teacher turnover intentions (r = 0.838, p < 0.01). Though the regression model was statistically significant (R² = 0.884, p < 0.001), organizational factors did not have a statistically significant impact on teacher turnover intentions after individual and external factors were controlled (β = 0.017, p = 0.729). However, external factors showed to be the best predictors of teacher turnover intentions. In conclusion, this study revealed that organizational factors impacted teacher turnover intentions. The problem with the research was that it failed to show whether organizational factors have a distinct effect on teachers’ turnover intentions due to the connection between organizational factors and other individual and environmental factors. The recommendations from the research were that private schools should ensure that they have strong organizational systems while at the same time improving their environment.

References

Ali, I. M. (2024). A guide for positivist research paradigm: From philosophy to methodology. Idealogy Journal, 9(2), 187-196. https://doi.org/10.24191/idealogy.v9i2.596

Amir, S. (2024, November 12). Yafahamu masaibu wanayopitia walimu shule binafsi. Mwananchi. https://www.mwananchi.co.tz/mw/habari/makala/elimu/yafahamu-masaibu-wanayopitia-walimu-shule-binafsi-4820274

Arnold, B., & Rahimi, M. (2025). Teachers' working conditions, wellbeing, and retention: An exploratory analysis to identify the key factors associated with teachers' intention to leave. Australian Educational Researcher.

https://doi.org/10.1007/s13384-024-00794-1

Ayall, R. A., Baraza, O. T., Wambura, B. J., & Simatwa, E. M. W. (2022). Teacher-based factors influencing teacher turnover intentions in public secondary schools in Rachuonyo North Sub-County, Homa Bay County, Kenya. Journal of Popular Education in Africa, 6(1), 61-75.

Babbie, E. (2010). The practice of social research (12th ed.). Wadsworth.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

Charles, T. B. (2023). An investigation on the effects of teachers' turnover on public secondary schools' academic performance in Geita District Council, Tanzania. Journal of Adult Education in Tanzania (JAET), 25(1), 157-169.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London: Routledge. https://doi.org/10.4324/9781315456539

Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712-726. https://doi.org/10.1111/bjep.12587

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Edema, J. (2023). Teacher turnover in private secondary schools in rural Tanzania: A qualitative explorative case study of factors that influence the problem (Master's thesis). Creighton University.

Fischbach, S., & Yauney, B. (2023). Social Cognitive Theory and Reciprocal Relationship: A Guide to Single-Use Plastic Education for Policymakers, Business Leaders and Consumers. Sustainability, 15(5), 3946.

https://doi.org/10.3390/su15053946

Getahun, D. A., & G/Slassie, E. K. (2020). Determinants of teachers' turnover intention among teachers working at government primary schools in Estie District, Amhara Region, Ethiopia. International Journal of Innovative Research and Practices, 8(1), 8-20.

Granziera, H., & Perera, H. N. (2019). Relations among teachers' self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75-84. https://doi.org/10.1016/j.cedpsych.2019.02.003

Kamau, O., Muathe, S. M. A., & Wainaina, L. (2021). Teachers' turnover intentions: Role of HRM practices in public secondary schools in Kenya. Cogent Business & Management, 8(1), 1980262. https://doi.org/10.1080/23311975.2021.1980262

Kumar, R. (2018). Research methodology: A step-by-step guide for beginners (5th ed.). SAGE Publications.

Li, R., & Yao, M. (2022). What promotes teachers' turnover intention? Evidence from a meta-analysis. Educational Research Review, 37, 100477.

https://doi.org/10.1016/j.edurev.2022.100477

Mkoma, P. G. (2022). Relationship between managerial factors and primary school teachers' turnover intention in Itigi, Tanzania (Master's dissertation, The Open University of Tanzania).

Mohammed, I., & Abdulai, R. (2022). Factors affecting secondary schools teachers' motivation in the Elliotdale Circuit, South Africa. African Educational Research Journal, 10(3), 211-218. https://doi.org/10.30918/AERJ.103.19.030

Nguyen, T. D., Bettini, E., Redding, C., & Gilmour, A. F. (2022). Comparing turnover intentions and actual turnover in the public sector workforce: Evidence from public school teachers (EdWorkingPaper No. 22-537). Annenberg Institute at Brown University. https://edworkingpapers.com/ai22-537⁠

Odongo, I. O., Kobusingye, L. K., & Kibanja, G. M. (2025). Exploring the context-based determinants of turnover intention among in-service teachers in Lira City, Uganda. E-Journal of Humanities, Arts and Social Sciences, 6(5), 550-570.

https://doi.org/10.38159/ehass.20256514

Park, Y. S., Konge, L., & Artino, A. R. (2020). The positivism paradigm of research. Academic Medicine, 95(5), 690-694. https://doi.org/10.1097/ACM.0000000000003093

President's Office - Regional Administration and Local Government (PO-RALG). (2023). Basic education statistics: Pre-primary, primary, secondary, adult and non-formal education statistics 2023 (Regional data). United Republic of Tanzania, PO-RALG. https://www.tamisemi.go.tz

Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th Ed.). Pearson Education.

Zhou, H., & Ma, J. (2022). Organizational justice and teachers' turnover intention in primary and secondary schools: The importance of sustainable salary management. Sustainability, 14(20), 13314. https://doi.org/10.3390/su142013314