Leveraging job embeddedness theory to MITIGATE school employee turnover

Grounded in job embeddedness theory, this study investigates the key determinants of employee retention within the context of school organizations, with a particular focus on small businesses. Recognizing the unique challenges these institutions face in retaining skilled personnel, the research explores the impact of job design, workplace social support, job creativity, and supervisor mentoring on turnover intention. Utilizing a quantitative approach, data were collected from employees across 13 schools, which were situated in two big cities of Pakistan Lahore and Islamabad. The adapted questionnaire was employed for data collection, and for analysis used structural equation modeling (SEM). The findings indicate that both job design and workplace social support significantly and positively influence the reduction of turnover intentions. Specifically, roles aligned with employees’ skills and supportive workplace relationships were found to be critical in fostering retention. In contrast, job creativity and supervisor mentoring behavior did not exhibit a significant effect. These insights suggest that school management and small business leaders should prioritize job structuring and the cultivation of supportive work environments to effectively reduce employee turnover.