Teachers and Education Staff Well-Being, Work Engagement, and Retention in Educational Institutions: A Systematic Literature Review with Evidence from Indonesia
https://doi.org/10.54012/ijcer.v5i2.914
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Keywords:
Educational Institutions, Teachers and Education Staff, Retention, Systematic Literature Review, Teacher Turnover, Work EngagementAbstract
Educational institutions depend on the energy, commitment, and continuity of their teachers, lecturers, and administrative staff, yet many of these workers report stress, burnout, and a wish to leave the profession. This study aimed to synthesize what is known about the way employee well-being and work engagement relate to human resource retention in educational institutions, and to propose an integrative framework that can guide management practice. A systematic literature review was carried out following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guideline. Peer-reviewed international and Indonesian journal articles, including empirical studies, meta-analyses, and earlier reviews, were identified through multiple databases, screened against explicit eligibility criteria, and analyzed through thematic synthesis. The synthesis produced four main findings. First, job resources and perceived organizational support, together with manageable demands, are the consistently identified antecedents of well-being and engagement. Second, well-being supports engagement through a motivational process in which personal resources such as self-efficacy, emotion regulation, and a sense of calling play a central role. Third, burnout, job dissatisfaction, and weak attachment to the organization predict the intention to leave, whereas engagement is linked to commitment and, indirectly, to retention. Fourth, Indonesian studies largely confirm the international pattern, but they are mostly small, cross-sectional, and focused on classroom teachers, and they rarely measure retention outcomes. The study concludes that retention in educational institutions is best treated as the cumulative result of a resource-rich work environment, and it offers practical guidance for school leaders, foundation managers, and policymakers, together with an agenda for longitudinal and multi-group research.
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