The mediating effect of organizational commitment on the relationship between teachers’ job satisfaction and turnover intention

Unable to identify the possible causes of teachers’ turnover and take remedial actions promptly will have serious consequences for the school's performance. Thus, this study examined the mediating effect of teachers’ organizational commitment on the relationship between teachers’ job satisfaction and their turnover intention in Gedeo Zone secondary schools. A quantitative approach with a correlational design was employed. To achieve this purpose, 301 teachers were randomly selected from 12 Woredas to complete questionnaires. Structural equation modeling was used to test the mediating effect. The study revealed a low level of teachers’ job satisfaction and organizational commitment, while it informed a high level of turnover intention. A strong positive relationship is found between teachers’ job satisfaction and organizational commitment. Teachers’ turnover intention has a negative but significant correlation with both variables, while teachers’ organizational commitment plays a fully mediating role. This implies that educational policymakers and school leaders should formulate strategies that minimize various extrinsic and intrinsic factors and enhance teachers’ emotional attachment and involvement in their school.