TEACHER RETENTION: WORK ENGAGEMENT, PSYCHOLOGICAL CAPITAL, AND HUMAN RESOURCE RETENTION PRACTICES SATISFACTION IN SOUTH AFRICA
TEACHER RETENTION: WORK ENGAGEMENT, PSYCHOLOGICAL CAPITAL, AND HUMAN RESOURCE RETENTION PRACTICES SATISFACTION IN SOUTH AFRICA

Summary/Abstract: The retention of high-quality teachers is an universal challenge that consistently impedes the attainment of educational objectives. In order to tackle this problem, it is necessary to employ innovative psychological approaches that promote the retention of teachers in public schools. This study investigates how psychological capital acts as a mediator between work engagement and teachers’' satisfaction with human resource retention procedures. There is a lack of studies that investigate the relationship between work engagement, psychological capital, and human resource retention policies in public high schools, despite the considerable amount of study conducted on each of these factors individually. In order to address this lack of study, a quantitative research method was employed, utilising a cross-sectional survey design to gather data from 309 high school teachers in South Africa. The study findings emphasise the important role of psychological capital in mediating the positive association between work engagement and satisfaction with human resource retention methods among teachers. These findings have practical implications for the creation of initiatives to strengthen teachers' psychological capital resources, which can in turn enhance their work engagement and satisfaction with human resource retention policies.

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