Relationships between Job Stress, Job Satisfaction, Self-Efficacy and Turnover Intentions among Teachers of Government Secondary Schools in Greater Mbarara

Innocent Nkwatsibwe; Aloysius Rukundo; Sudi Balimuttajjo

doi:10.37284/eajes.8.2.2876

Innocent Nkwatsibwe Mbarara University of Science and Technology
Aloysius Rukundo Mbarara University of Science and Technology
Sudi Balimuttajjo Mbarara University of Science and Technology

DOI: https://doi.org/10.37284/eajes.8.2.2876

Keywords: Stress, Satisfaction, Self-efficacy, Turnover, Teachers

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Abstract

The study examined the interactions between job stress, job satisfaction, self-efficacy and turnover intentions among government secondary school teachers in greater Mbarara. The cross-sectional, quantitative study adopted a census strategy to select schools and simple random sampling to select respondents. Data was collected from 470 teachers using self-administered questionnaires. Data was analyzed using Pearson correlations. There was a weak significant negative relationship between job stress and self-efficacy(r=-.157, p=0.01), self-efficacy and turnover intentions (r= -.112, p=0.18); the moderate significant negative relationship between job satisfaction and turnover intentions (r= -.328, p=0.01); the moderate significant positive relationship between job stress and turnover intentions (r= .454, p=0.01), job satisfaction and self-efficacy (r= .336, p=0.01) and a strong negative association between job stress and job satisfaction (r= -.630, p=0.01). Therefore, schools should devise means that mitigate job stress, maintain self-efficacy, enhance job satisfaction and minimize turnover intentions among secondary school teachers in greater Mbarara

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