THE PROTECTIVE ROLE OF TEACHER OCCUPATIONAL WELL-BEING ON THEIR TURNOVER INTENTIONS IN SECONDARY SCHOOLS IN KAZAKHSTAN

Abstract

This study uses data from TALIS 2018 to investigate the relationship between teachers’ occupational well-being and their turnover intentions along with factors influencing teacher well-being. Occupational well-being refers to teachers’ responses to the cognitive, emotional, health, and social conditions pertaining to their work and their profession. First, the findings revealed that Kazakhstani teachers report overall average levels of well-being, although strains on their physical and mental health were observed. Second, female, middle-age, and more educated teachers tend to report lower levels of well-being in the Kazakhstani context. Third, school climate and professional collaboration were identified as significant predictors of teacher occupational well-being. Finally, findings indicate that as teachers’ stress levels increase, their intentions to change schools or quit the teaching profession increase. These findings highlight the importance of addressing stressors within the teaching profession to support teacher retention and overall job satisfaction. The study provides implications for school administrators and policy-makers to improve the occupational well-being of teachers in secondary schools.