Teachers’ Perceptions of Longevity-Based Promotion and its Impact on Turnover Intention in the Gambian Basic and Secondary Education Sector

Abstract

The absence of a transparent and merit-based promotion policy in public education systems poses a critical threat to workforce stability and quality. This study investigated teachers’ perceptions of this longevity-based promotion system and its impact on their turnover intention. Grounded in Organizational Justice Theory, the research employed a mixed-method, research approach. Data were collected via an online questionnaire from 500 teachers across the country with an addition of 8 teachers who participated in interviews. Validated scales measured perceptions of promotion (distributive and procedural justice) and turnover intention. Descriptive statistics, Pearson’s correlation, and hierarchical multiple regression were used for analysis.