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

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.

Teacher Turnover, Promotion Policy, Longevity, Organizational Justice

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