Multidimensional 21st-Century Leadership Competencies and Teachers’ Turnover Intention: Examining the Moderating Effect of Job Satisfaction

Dwiptendra  Bandyopadhyay; Juan Rodrigo B.  Del Villar

doi:10.60027/iarj.2026.e298699

Authors

Dwiptendra Bandyopadhyay St Teresa International University, Thailand https://orcid.org/0000-0003-2820-9423
Juan Rodrigo B. Del Villar St Teresa International University, Thailand https://orcid.org/0009-0006-6315-5044

DOI:

https://doi.org/10.60027/iarj.2026.e298699

Keywords:

21st-century, Leadership Competencies, Turnover Intention, Job Satisfaction, Moderation

Abstract

Background and Aims: This study investigated the direct effects of multidimensional 21st-century leadership competencies and the moderating influence of job satisfaction on teachers’ turnover intention. Grounded in Social Exchange Theory and Conservation of Resources Theory, the study employed a cross-sectional, correlational, non-experimental quantitative design.

Methodology: Data were collected from 300 teachers using validated instruments that measured four leadership dimensions (critical thinking and problem-solving, communication and collaboration, creativity and innovation, and digital literacy), job satisfaction, and turnover intention. Hierarchical multiple regression analysis was conducted to test direct and interaction effects.

Results: Results indicated that all four leadership competencies were significant negative predictors of turnover intention, collectively explaining 44% of the variance when entered into the model (ΔR² = .39, p < .001). The inclusion of job satisfaction significantly increased explained variance to 66% (ΔR² = .22, p < .001), with job satisfaction emerging as the strongest predictor (β = −.47, p < .001). The final moderation model accounted for 69% of the variance in turnover intention (R² = .69).

Conclusion: Interaction effects revealed that job satisfaction significantly strengthened the negative relationships between (a) critical thinking and problem solving and turnover intention (β = −.12, p = .015) and (b) creativity and innovation and turnover intention (β = −.14, p = .004). The findings suggest that leadership competencies function as organizational resources that reduce turnover intention, particularly when embedded in highly satisfying work environments. Leadership development initiatives are likely to yield stronger retention outcomes when combined with systemic efforts to enhance teachers’ job satisfaction.

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