Teacher Well-Being Challenges: A Multigroup Analysis of Gender Differences

Information from the abstract

Teacher turnover is a concern for private Islamic elementary schools operating in conflict zones in Thailand’s southern regions, primarily due to economic instability, heavy workloads, and security threats to their sustainability. This research examines the relationships between teachers’ income, disciplinary problems, workload, job insecurity, lack of commitment, and intention to leave the profession. The study used a quantitative design and a convenience sampling approach, involving 375 teachers from private Islamic elementary schools on Thailand's southern border. The study used an online questionnaire and PLS-SEM to analyze the data. The study used a multiple-group analysis (MGA) to examine gender differences. The study found that income, discipline issues, workload, and job insecurity significantly predicted turnover intention. However, the hypothesized lack of commitment had an insignificant impact on turnover intention. MGA showed substantial gender differences in some correlations between teachers’ income, workload, and job insecurity. Additionally, gender moderately affects disciplinary problems and turnover intentions. The results complement efforts to promote SDGs 4 (quality education) and 5 (gender equality) in marginalized and conflict-affected areas and provide theoretical and practical implications for teacher turnover intention.

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Related topics: Teacher Professional Development and Motivation · School Leadership and Teacher Performance · Occupational Health and Burnout