Teacher Commitment and Job Satisfaction: Implications for Education Policy in Manabí, Ecuador

This study explores the intricate relationships between job satisfaction, organizational commitment, and turnover intention among Basic Education and High School teachers in Manabí, Ecuador. Utilizing structural equation modeling on a sample of 6,316 teachers, our investigation reveals significant insights into the dynamics of teacher retention within the educational system. Findings indicate a positive association between normative commitment and both intrinsic and extrinsic job satisfaction, alongside a negative effect with turnover intention. Moreover, both intrinsic and extrinsic satisfactions exhibit a negative relationship with turnover intention, underscoring the pivotal role of job satisfaction in teacher retention. This research contributes to the limited literature on these variables in the Latin American educational context, emphasizing the necessity of fostering organizational commitment and job satisfaction to enhance teacher retention and, by extension, educational quality. The study’s implications suggest that educational policies should prioritize the improvement of job satisfaction and organizational commitment as strategic measures to mitigate teacher turnover, thereby ensuring a stable and motivated teaching workforce essential for educational excellence.