Psychological career meta-capacities in relation to the retention of female academics in a teaching and learning environment
DOI:
https://doi.org/10.17159/879dmh18Keywords:
teaching and learning, job embeddedness, self-esteem, psychosocial career meta-capacities, retentionAbstract
This article explored the relationship between self-esteem and job-embeddedness (as a set of psychosocial career meta-capacities) and the satisfaction with retention factors of female employees in a teaching and learning environment. The article further reports on the differences that exist between the psychosocial career meta-capacities and satisfaction with retention factors in terms of the demographic variables of age, race and qualification level as well as whether psychosocial career meta-capacities significantly predict satisfaction with retention factors. The study made use of a simple random sampling method to select a sample consisting of permanently employed females within a teaching and learning environment. Data were collected using the Culture-Free Self-esteem Inventory (CFSEI-2AD), Job-Embeddedness Scale (JES) and Retention-Factor Measurement Scale (RFMS). A quantitative research approach was followed. Correlational analysis revealed several links between the variables of self-esteem, job embeddedness and retention factors. Stepwise Regression Analysis results found that only job embeddedness (as a psychosocial career meta-capacity) significantly and positively predicted satisfaction with retention factors. The results of the Kruskal-Wallis tests provided partial supportive evidence that differences exist in self-esteem, job-embeddedness and retention factors in terms of the demographic variables (age, race and qualification level). Recommendations are provided in terms of retention strategies to be implemented by human resource professionals, specifically for female employees within a teaching and learning environment.
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