Should I stay or should I go? Quantitative analysis of school leaders’ intentions to transfer or exit through the lens of the job demands–resources model

Abstract

This study investigated the differential effects of school leaders’ intention to leave the school (transfer) or the profession (exit) using the job demands–resources model as a theoretical lens. Working overtime and the socioeconomic status of the school were considered job demands, while psychological safety was regarded as a job resource, and self-efficacy was categorized as a personal resource. Structural equation modeling was performed on a sample of 956 school leaders with transfer intentions and 2179 school leaders with exit intentions from across Switzerland. The analysis revealed that job demands were not significant predictors of transfer or exit intentions, or job satisfaction. However, psychological safety had a significant, direct and negative effect on transfer and exit intentions, as well as a significant indirect effect via job satisfaction. Self-efficacy not only had a significant indirect effect via job satisfaction on both intentions, but also a significant, direct and positive effect on transfer intentions. Overall, the findings highlight the importance of focusing on strengthening job resources rather than reducing job demands in the context of turnover of school leaders. Moreover, self-efficacy can be considered a double-edged sword as it is linked to school leaders staying in the profession but also to greater job mobility between schools.