Empowerment Influence on Turnover Intention of Public Secondary School Teachers in Katsina State Nigeria
Background: Secondary school teacher’s turnover is one of the problems bedeviling education sector in Katsina state. The sector can hardly be improved unless the situation is changed. To change the situation the stakeholders should focus on the need to enhance secondary school teacher’s satisfaction, commitment and empowerment.
Purpose: The study examines the influence of empowerment on turnover intention of teachers of public secondary schools in Katsina State Nigeria. In addition the study examines which dimension among the dimensions of empowerment best influences turnover intention of teachers of public secondary schools in Katsina state, Nigeria.
Methods: Empowerment and Turnover Intention questionnaires were used to get the needed data. Multiple regression analysis was used to analyze the data gathered using SPSS version 20.0.
Results: The results show that the dimensions of empowerment significantly and negatively explain 40% of variance of turnover intention. Additionally, among the dimensions of empowerment namely; perceived control, perceived competence and goal internalization, perceived competence makes the largest contribution followed by perceived control; beta -.35 and -.31 respectively.
Conclusion: the study establishes that empowerment significantly and negatively relates to turnover intention of teachers of public secondary schools in Katsina state Nigeria.
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Based on a work at https://iie.chitkara.edu.in