Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial

Jensen, Maria Therese

doi:10.1016/j.tate.2021.103415

Cited by 18 publications

(13 citation statements)

References 56 publications

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“…, 2018). The turnover concept relates to actual behavior, that is quitting the job, whereas turnover intention is more concerned with employees’ behavior toward quitting the job (Jensen, 2021). Further, it indicates that employees are in search of alternate employment opportunities (Turkoglu and Dalgic, 2019).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…Turnover intention is concerned with one's attitude toward leaving one's job and it has been considered as the strongest predictor of the actual quitting of job (Rubenstein et al, 2018). The turnover concept relates to actual behavior, that is quitting the job, whereas turnover intention is more concerned with employees' behavior toward quitting the job (Jensen, 2021). Further, it indicates that employees are in search of alternate employment opportunities (Turkoglu and Dalgic, 2019).…”

Section: Turnover Intentionmentioning

confidence: 99%

“…Turnover is a subject-specific term for quitting one's job (Jensen, 2021). Turnover intention is concerned with one's attitude toward leaving one's job and it has been considered as the strongest predictor of the actual quitting of job (Rubenstein et al, 2018).…”

Section: Turnover Intentionmentioning

confidence: 99%

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Inclusive leadership and turnover intention: the role of follower–leader goal congruence and organizational commitment

Yasin¹,

Jan²,

Huseynova

et al. 2023

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PurposeUsing a dual-lens of leader–member exchange (LMX) and social exchange theory (SET), this study aims to propose a conceptual model that explores the nexus between inclusive leadership and turnover intention as mediated by follower–leader goal congruence and organizational commitment.Design/methodology/approachData were collected via a survey questionnaire from a sample of 322 front line employees working in different banks in Pakistan. The structural equational modeling (SEM) technique was used for hypotheses testing.FindingsFindings of the study show that inclusive leadership has a positive influence on follower–leader goal congruence which in turn has a positive influence on organizational commitment. Further, organizational commitment has a negative influence on turnover intention. Additionally, the results lend support to the mediating effects of follower–leader goal congruence on the relationship between inclusive leadership and organizational commitment, and the mediating effect of organizational commitment on the relationship between follower–leader goal congruence and turnover intention.Research limitations/implicationsThis research extends the literature on inclusive leadership, follower–leader goal congruence, organizational commitment and turnover intention. This study focuses on the follower–leader centric approach.Practical implicationsThe findings of this study can guide policymakers and management of the banking industry to develop the inclusive leadership qualities of existing managers to reduce the turnover intention of their employees.Originality/valueBy incorporating LMX and SET, this study tests a model that demonstrates the mediating role of follower–leader goal congruence and organizational commitment in the relationship between inclusive leadership and employees’ turnover intention.

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Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Section: Turnover Intentionmentioning

confidence: 99%

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Inclusive leadership and turnover intention: the role of follower–leader goal congruence and organizational commitment

Yasin¹,

Jan²,

Huseynova

et al. 2023

View full text Add to dashboard Cite

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“…The bigger the classroom is, the higher the teacher's tasks and loads are. The ideal teacher-student ratio helps the pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention (Jensen, 2021). Teachers' tasks must be managed meaningfully to contribute to quality teaching and learning (Chew & Cerbin, 2020).…”

Section: Issue 4 -Teacher-student Ratiomentioning

confidence: 99%

Future of Teaching and Learning in the Post-Pandemic World

David¹

2022

IJAE.j.asia.edu

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This paper explores the top ten issues and ideas for the future of teaching and learning in the post-pandemic world. The study uses the researcher's informed reflection as a method. The informed reflector role allows the researcher to explore realities from multiple dimensions by scanning existing teaching and learning scholarship. The subjective accounting, the lack of external verification of the thinking, overshadows limitations. The researcher devises phenomenological bracketing to reduce the researcher to a reflector. The researcher acknowledges that there could be other critical issues and ideas than those in this study. Nevertheless, the reflections shared in this study may contribute to the existing stock of all other contemplations, discussions, and debates

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“…These can be defined as aspects of work that require emotional effort due to the frequency, intensity, and variety of interpersonal interactions related to one's job (Brotheridge and Lee 2002;De Jonge and Dormann 2003). Teaching includes long hours of face-to-face interaction with pupils (including those with behavioral problems and poor motivation or performance); conducting parent-teacher meetings; responding to high demands and pressure from parents; taking the floor during school board meetings; and frequent communication with the principal, other teachers, and administrative workers (Jensen 2021;Santavirta et al 2011;Yin 2015). To fulfill these obligations, teachers are expected to learn how to regulate their own emotions in a proper way, i.e., showing some of them and suppressing others to influence the feelings and reactions of clients in the desired direction (Ogbonna and Harris 2004;Zapf 2002).…”

Section: Introductionmentioning

confidence: 99%

The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

et al. 2021

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The purpose of this study was to examine whether spirituality at work moderates the direct and indirect (through burnout) effects of quantitative and emotional job demands on turnover intention among teachers. The sample consisted of 952 Polish primary and secondary school teachers. Burnout mediated the relationship between both types of job demands and turnover intention. In the model with quantitative job demands as an independent variable, spirituality at work moderated the second stage path of the indirect effect, i.e., the relationship between burnout and turnover intention (b = −0.022; SE = 0.004; p < 0.001; β = −0.14). In the model with emotional job demands as an independent variable, spirituality at work moderated the first and second stage paths of the indirect effect, i.e., the relationship between emotional job demands and burnout (b = −0.001; SE = 0.001; p = 0.032; β = −0.05) and the relationship between burnout and turnover intention (b = −0.020; SE = 0.004; p < 0.001; β = −0.14). In both models, the indirect effect of job demands on turnover intention through burnout weakened as spirituality at work increased. The results of the study support the inclusion of spirituality at work as a subcategory of personal resources in studies using the job demands-resources model.

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Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial

Cited by 18 publications

References 56 publications

Inclusive leadership and turnover intention: the role of follower–leader goal congruence and organizational commitment

Inclusive leadership and turnover intention: the role of follower–leader goal congruence and organizational commitment

Future of Teaching and Learning in the Post-Pandemic World

The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

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