Teacher Talent Retention in Qatar: Predicting Turnover Intentions Through the Four-Capital Framework

Le résumé fourni par la source

Teacher turnover and talent retention are dire issues for many education systems across the globe. Utilizing the Four-Capital Framework, this study explores how teachers’ four capitals (i.e., human, social, structural, and psychological) influence their turnover intentions. The study employed a cross-sectional survey design, involving 1010 in-service teachers from public and private schools in Qatar. Descriptive and inferential analyses were performed using SPSS software. The findings indicate that teachers in Qatar perceived high levels of human, social, and psychological capital, though structural capital is lowest, and turnover intentions are moderate. Higher turnover intentions were identified among female and Qatari national teachers, compared to their counterparts. The structural capital showed the strongest negative relationship to turnover intentions. However, a “competency paradox” was discovered, where teachers with stronger human capital reported higher turnover intentions. From a policymaking perspective, these findings suggest that institutional support structures may play a stronger role in retention than individual professional capacity alone. Future initiatives should focus on enhancing institutional frameworks to ensure that high human capital translates into long-term professional commitment rather than attrition.

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