Evaluating psychological factors in the construction of a retention model for black African teachers

Abstract

The aim of this study was to develop a psychosocial retention model for Black South African teachers by critically evaluating the relationship dynamics between work engagement, psychological capital, occupational passion and organisational commitment, job satisfaction and human resource retention practices satisfaction. A quantitative cross-sectional survey was used on a convenience sample of Black high school teachers (N = 309) within the Tshwane South District in Gauteng. Correlational statistics supported theoretically expected psychosocial relationship dynamics among the study variables for the envisaged psychosocial retention framework. Mediation statistics indicated psychological capital resources as important intermediary mechanisms for understanding the positive link between participants’ work engagement and their job satisfaction, including their satisfaction with retention practices, but not for the link between their work engagement and organisational commitment. Moderation regression results indicated occupational passion as a psychosocial resource that directly explains higher levels of psychological capital, organisational commitment, job satisfaction and satisfaction with retention practices. Moderated mediation results did not support the assumed strengthening role of occupational passion in the intermediatory processes of participants’ psychological capital resources that elucidated the positive link between work engagement and participants’ job satisfaction and satisfaction with retention practices. Tests for significant mean differences indicated biographical characteristics, such as gender, age and tenure, as being important considerations in the design of retention interventions. The study presents recommendations pertaining to psychological factors that industrial psychologists and human resources professionals may keep in mind in the design of retention interventions for Black South African high school teachers. The empirically manifested psychosocial retention framework extended conservation of resources and retention theory and makes a valuable contribution to the field of Industrial and Organisational Psychology.

Injongo yesi sifundo kukuqulunqa indlela yesimo sengqondo sokugcina iititshala ezintsundu zaseMzantsi Afrika, oko kusenziwa ngokuvavanya ubudlelwane phakathi kokusebenza, isimo sengqondo, ukuthanda umsebenzi nokuzinikela kwiziko, ukwaneliseka ngumsebenzi nokwaneliseka yindlela yokugcina abasebenzi. Kwenziwe uhlolo zimvo oluqwalasela izimvo ngokobuninzi kwisampulu elula ekhethwe ngenjongo kwiititshala ezintsundu zezikolo zemfundo ephezulu (N = 309) zesithili iTshwane South District, eGauteng. Amanani aqokelelweyo ayixhasile ingcingane ebilindelekile malunga nemiba yezentlalo nesimo sengqondo ekwakhiweni kwesakhelo sokugcina iititshala. Amanani aqwalaselweyo adize ukuba imithombo yokuxhasa isimo sengqondo ibalulekile ekuqondeni ulwalamano phakathi kokuzinikela emsebenzini nokwaneliseka ngumsebenzi nayindlela abagcinwa ngayo ootitshala, kodwa hayi ulwalamano phakathi kokuzinikela emsebenzini nokuzinikezela kwiziko ekusetyenzwa kulo. Iziphumo zohlalutyo ngokuthelekisa amanani ludize ukuba uthando lomsebenzi lungumthombo wesimo sengqondo nezentlalo kwaye luchaza ulwalamano nqo phakathi kwamanqanaba aphezulu kwesimo sengqondo, ukuzinikezela kwiziko lomsebenzi, ukwaneliseka ngumsebenzi kunye nendlela yokugcina abasebenzi. Iziphumo zothelekiso lwamanani zibuye azaluxhasa ulwamano ebelulindekile malunga noluvo lokuba indima yeenkqubo zongenelelo iyaluqinisa uthando lomsebenzi nesimo sengqondo, nokuba oku kuphinda kwandise ulwalamano oluhle phakathi kokusebenza nokwaneliseka ngumsebenzi kwabo bathathe inxaxheba kwaneendlela zokugcina abasebenzi. Iimvavanyo eziqwalasele umahluko ngokomndilili zidize iimpawu ezifana nesini, ubudala, nobude emsebenzini njengemiba ebalulekileyo xa kuyilwa ungenelelo lokugcina abasebenzi. Esi sifundo sibeka iingcebiso ezimalunga nesimo sengqondo nezinokuthathelwa ingqalelo ziingcali zesimo sengqondo yabasebenzi nezemithombo yomsebenzi engabantu xa ziyila amacebo okugcina iititshala ezintsundu zaseMzantsi Afrika kwizikolo zemfundo ephezulu. Esi sakhelo sokugcina iititshala sisekelwe kubungqina obubonakalayo kwaye sigxile ekugcineni imithombo yokusebenza, ngaphezulu sifake igxalaba kakhulu kwizifundo zesimo sengqondo sabasebenzi nolungelelwaniso lwamaziko ekusetyenzwa kuwo.

Die doel van hierdie studie was die ontwikkeling van ’n psigososiale retensiemodel vir swart onderwysers deur die kritiese evaluering van die verhoudingsdinamika tussen werkbetrokkenheid, psigologiese kapitaal, arbeidpassie en organisatoriese toewyding, werksatisfaksie en menslike hulpbronretensiepraktyksatisfaksie. ’n Kwantitatiewe kruisseksie-opname is op ’n gerieflikheidsteekproef van swart hoërskoolonderwysers in die Tshwane-Suiddistrik in Gauteng gebruik (N = 309). Korrelasionele statistiek het teoretiese verwagte psigososiale verhoudingsdinamika onder die studieveranderlikes vir die verwagte psigososiale retensieraamwerk ondersteun. Mediasiestatistiek het sielkundige kapitaalhulpbronne as belangrike intermediêre meganismes aangedui om die positiewe skakel tussen deelnemers se werkbetrokkenheid en hul werksatisfaksie te begryp, insluitend hul satisfaksie met retensiepraktyke, maar nie vir die skakel tussen hul werkbetrokkenheid en organisatoriese toewyding nie. Moderasieregressieresultate het arbeidpassie aangedui as ’n psigososiale hulpbron wat hoër vlakke psigologiese kapitaal, organisatoriese toewyding, werksatisfaksie en tevredenheid met retensiepraktyke direk verduidelik. Gemodereerde mediasieresultate het nie ondesteuning gebied vir die oënskynlike versterkende rol van arbeidpassie vir die tussengangerprosesse van deelnemers se psigologiese kapitaalhulpbronne wat die positiewe skakel tussen werkbetrokkenheid en deelnemers se werksatisfaksie en tevredenheid met retensiepraktyke toegelig het. Toetse vir betekenisvolle gemiddelde verskille het biografiese kenmerke, soos geslag, ouderdom en ampstermyn aangedui as belangrike oorwegings by die ontwerp van retensie-ingrypings. Die studie maak aanbevelings wat betrekking het op psigologiese faktore wat bedryfsielkundiges en menslike hulpbronbeamptes in gedagte kan hou tydens die ontwerp van retensie-intervensies vir swart hoërskoolonderwysers. Die empiriesbewese psigososiale retensieraamwerk het die bewaring van hulpbronne en retensieteorie verleng en lewer ’n waardevolle bydrae tot die veld van bedryf- en organisasiesielkunde.