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Work-Family Conflict, Support and Intention to Quit Among Kenyan Female Teachers in Urban Public Schools

Gladys Muasya


Teaching is characterised by high reported levels of turnover and occupational stress. This study examined the nature of the relationship between work-family conflict (WFC), supervisor’s and colleagues’ support, and intention to quit among female teachers with young children in Kenyan urban public schools. The specific objectives were to: 1) compare the intention to quit of female teachers working in the city of Nairobi vis-à-vis those working in secondary urban centres; 2) examine the relationship between intention to quit and WFC; 3) examine the relationship between support and turnover intention; and 4) assess whether support moderates the relationship between WFC and intention to quit. Data were collected by means of 375 self-administered questionnaires and analysed using t-test and hierarchical regression. Questionnaires were distributed to teachers in primary and secondary schools in secondary urban centres and in the Nairobi city. Results show that intention to quit was statistically higher among secondary school teachers, and teachers working in the city. There was a positive relationship between WFC that originates from work and intention to quit, but not between WFC that originates from family and intention to quit. There was a negative relationship between supervisor’s support and intention to quit but not between colleagues’ support and intention to quit. Supervisor support did not moderate the relationship between WFC and intention to quit. Practical and theoretical implications of the study are also provided.


colleagues’ support; employer’s support; female teachers; urban public schools; work-family support; turnover; Kenya

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