The Influence of Job Mismatch on Turnover Intention Among Teachers in Ghana: Examining The Mediating Function of Job Satisfaction

Abstract

Retaining qualified teachers remains a pressing concern for education systems in developing economies, where staff are frequently deployed to roles that do not correspond with their training or expertise. This study investigates how job mismatch shapes teachers’ intentions to leave their positions in Ghanaian second-cycle institutions, while also analysing whether job satisfaction explains this relationship. A cross-sectional quantitative design was employed, drawing on survey responses from 236 teachers selected from a population of 400. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results demonstrate that misalignment between teachers’ competencies and assigned duties significantly increases their intention to quit. Job mismatch was also found to reduce job satisfaction, which in turn partially mediated turnover intention. The findings indicate that although structural deployment challenges cannot always be avoided, strengthening workplace satisfaction can lessen their negative consequences. The study contributes to contemporary debates on teacher retention by highlighting the psychological pathways through which workforce misallocation affects educational stability.