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<p>Teachers are an integral part of the classroom process. Their characteristics and self-efficacy serve as determining factors for one to leave or stay in the job. Therefore, this study investigated 334&#xa0;K-12 teachers’ characteristics, self-efficacy, and turnover intentions in Ghana, using a cross-sectional survey design where data were collected with teacher characteristic, turnover intentions, and teacher efficacy scales. The data were analyzed using structural equation modeling (SEM) with the AMOS software. The results showed that teachers’ characteristics significantly predicted their self-efficacy beliefs. Additionally, the dimensions of teachers’ characteristics predicted their turnover intentions, while some teachers’ self-efficacy dimensions significantly predicted their turnover intentions. These findings suggest that improving K-12 teachers’ characteristics and self-efficacy beliefs could potentially reduce their turnover intentions. Implications for policy practice are discussed.</p>

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Teachers’ characteristics and self-efficacy as predictors of their turnover intentions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月25日

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  • Inuusah Mahama,
  • Julius Tigtig,
  • Aliu Nandzo,
  • David Baidoo-Anu,
  • Peter Eshun,
  • Benjamin Ayimbire,
  • Stephen Antwi-Danso

摘要

Teachers are an integral part of the classroom process. Their characteristics and self-efficacy serve as determining factors for one to leave or stay in the job. Therefore, this study investigated 334 K-12 teachers’ characteristics, self-efficacy, and turnover intentions in Ghana, using a cross-sectional survey design where data were collected with teacher characteristic, turnover intentions, and teacher efficacy scales. The data were analyzed using structural equation modeling (SEM) with the AMOS software. The results showed that teachers’ characteristics significantly predicted their self-efficacy beliefs. Additionally, the dimensions of teachers’ characteristics predicted their turnover intentions, while some teachers’ self-efficacy dimensions significantly predicted their turnover intentions. These findings suggest that improving K-12 teachers’ characteristics and self-efficacy beliefs could potentially reduce their turnover intentions. Implications for policy practice are discussed.