Chilean principals’ intention to leave their school: a job demand and resource analysis

Purpose Using the Job Demands-Resources model, this study examined principals’ intention to leave their school in relation to job demands that may limit a school’s capacity to provide quality instruction and job resources that may have motivational and buffering effects on principals’ responses to these demands. Design/methodology/approach Based on data from an online questionnaire (N = 671), exploratory and confirmatory factor analyses alongside a structural equation model were used to examine relationships among job resources (work climate and support from upper management), job demands (teachers’ disengagement and lack of resources), contributing to principals’ job-related stress and organizational commitment as antecedents to principals’ turnover intentions. Findings Access to job resources correlates with higher affective organizational commitment. In contrast, demands associated with teacher disengagement are associated with increased job-related stress and turnover intentions. Principals with greater affective commitment exhibit a notable reduction in the association between these job demands and their turnover intention. Research limitations/implications These include relying on turnover intentions as a proxy for actual turnover behavior and sampling only active principals; the use of a convenience sample; and testing relationship pathways among variables proposed by the theoretical model (JD-R), rather than testing for cause-and-effect relationships. Practical implications Frequent turnover of school principals hinders sustained school improvement. This study identifies factors influencing turnover and retention, which can inform the implementation of policies and professional development programs that can address challenges related to job-related stress and resources that foster affective organizational commitment. Originality/value This study addresses a gap in the research concerning the association of working conditions, motivational, and well-being characteristics of principals in Latin America, particularly in Chile. The research advances comprehension of international differences revealed by the TALIS surveys, specifically examining job demands and resources that affect principals’ stress levels, organizational commitment, and intentions to leave their positions, which could be associated with specific policies that define the work demands and priorities of principals.