Relationship among Job Satisfaction, Organizational Commitment and Turnover Intentions of Secondary School Teachers

Abstract

This study aimed to examine the relationship among job satisfaction, organizational commitment, and turnover intentions of teachers at the secondary level, focusing specifically on government schools in Faisalabad. It excluded private and rural schools to maintain a clear scope. Job satisfaction and organizational commitment are critical factors influencing teacher retention, while turnover intention reflects the likelihood of leaving the profession. Understanding these dynamics can guide strategies to improve teacher stability and performance in educational institutions. A quantitative approach was used, employing the Job Satisfaction Survey (JSS) by Spector (1985), the Organizational Commitment Scale (OCS) by Meyer and Allen (1991), and the Turnover Intention Scale (TIS) by Roodt (2004). The sample comprised 289 secondary school teachers. Reliability coefficients were JS α=0.93, OC α=0.71, and TI α=0.75. Data were analyzed to explore differences based on gender and experience. Findings showed a strong positive link between job satisfaction and organizational commitment, while both had a weaker association with turnover intentions. Gender and teaching experience significantly influenced these relationships. Enhancing working conditions, recognizing teacher contributions, and providing opportunities for professional growth are vital for increasing satisfaction and reducing turnover intentions