This study aimed to investigate the job demands-resources profiles and work capabilities of special education teachers in Namibia and their effect on work engagement and intention to leave. A convenience sample was taken of teachers from seven different regions across Namibia (N = 200). The Capability Set for Work Questionnaire, the Job Demands-Resources Questionnaire, the Work Engagement Questionnaire, and the Intention to Leave Questionnaire were administered. Using latent profile analysis, four job demands-resources profiles were identified: resourceful job, demanding job, poor job, and rich job. A poor job was negatively associated with the capability to use knowledge and skills, while resourceful and rich jobs were associated with developing new knowledge and skills, being involved in important decisions, building and maintaining relationships, and setting own goals. Job experience was negatively associated with five of the seven capabilities. Resourceful and rich jobs and the capability set predicted a large percentage of the variance in work engagement and a moderate percentage of the variance in intention to leave. High emotional demands, coupled with overload and a lack of resources interfere with teachers’ functioning (e.g., work engagement and intention to leave).

Orientation: Learners with disabilities can acquire from special education schools the basic knowledge and skills to enable participation in various economic and social activities. The engagement of special needs teachers is pivotal in this regard.Research purpose: To identify the work factors that are most salient in accounting for variance in the engagement of special needs teachers in Windhoek, Namibia. To test the effects of job crafting on the relationship between identified work factors and employee engagement.Motivation for the study: The employee engagement of special needs teachers is necessary for the enhancement of learning for persons with disabilities. If special needs teachers are not engaged, the result is a compromised delivery of quality education, which in turn adversely impacts learners with special needs.Research approach/design and method: A quantitative research approach utilising a survey data collection technique was utilised. Correlation analysis and partial least squares were used to test the main effects on data collected from 89 special needs teachers in Windhoek, Namibia.Main findings: Co-worker support significantly and positively impacts employee engagement. More so, job crafting has a significant moderating effect on the relationships between co-worker support and employee engagement, as well as work autonomy and employee engagement.Practical/managerial implications: Recommendations are made on ways in which co-worker support can be enhanced and how job crafting can be conceptualised in a special education learning environment setting.Contribution/value-add: The findings highlights co-worker support as a key variable for enhancing the employee engagement of special needs teachers.

Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs.Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings.Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings.Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered.Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs.Practical/managerial implications: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities.Contribution/value-add: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings.

Institutions cannot ignore the need for the sustainable employability of people. This study aimed to investigate the sustainable employability of special education teachers from the perspective of employment precariousness, capabilities, and functioning (flourishing and intention to leave) of special education teachers in Namibia. Using a cross-sectional survey design, teachers (n = 200) across seven Namibia regions took part in this study. The Precarity Position Profile, Capability for Work Questionnaire, Flourishing at Work Questionnaire, and Intention to Leave Questionnaire were administered. The results showed that precarious employment was negatively associated with the capability set and with flourishing (emotional, psychological, and social well-being) and positively associated with intention to leave. Low job insecurity and the capability set were associated with emotional well-being. Moreover, low job insecurity, professional development, and the capability set were associated with psychological well-being. Furthermore, precarious work conditions, job insecurity, low professional development, and low scores on the capability set were associated with low social well-being. Precarious work conditions and low scores on the capability set were associated with teachers’ intentions to leave. Two dimensions of precarious employment, namely salary and precarious work conditions, indirectly affected teachers’ emotional, psychological, and social well-being via the capability set.