Organizational Support as a Correlate of Teachers' Turnover in Ogun-East Private Secondary Schools, Nigeria

The study determined the relationship between organizational support and teacher turnover in Ogun-East senatorial district private secondary schools. Three null hypotheses were investigated. The study used a correlational descriptive research design. All (1874) private secondary schools in Nigeria’s Ogun East Senatorial District made up the study’s population. 400 teachers made comprised the study’s sample, which was chosen using a straightforward random selection procedure. Two research instruments tagged Organizational Support Questionnaire (OSQ) and Teachers’ Turnover Questionnaire (TTQ) were used in the study with the reliability co-efficient 0.79 and 0.88 for “OSQ” and “TTQ” respectively. The collected data were analysed using Pearson’s correlation and hypotheses were tested for significance at .05 alpha level. Findings showed a statistically significant relationship between emotional support and teachers’ turnover (r = .164, p < .05), there was a significant relationship between instrumental support and teachers’ turnover (r = .628, p < .05) and there was a significant relationship between informational support and teachers’ turnover (r = .299, p < .05). The study concluded that strengthening organizational support systems is essential for improving teacher retention, enhancing school stability, and sustaining educational quality in private secondary schools. The study recommended that school administrators should strengthen emotional, instrumental, and informational support systems by providing regular feedback, ensuring effective communication, showing empathy toward teachers’ concerns, and supplying adequate teaching resources to enhance job satisfaction and reduce turnover intention.