Orientation: The major challenge that organisations face in the contemporary competitive environment is to retain talented and productive employees. To ensure that the education system functions optimally, there is a need for strategic human resource management (HRM) practices to be implemented to assist in retaining qualified and experienced teachers. Research purpose: The purposes of this study were to establish the relationship between retention factors and job embeddedness, and to establish whether retention factors positively and significantly predict job embeddedness. Motivation for the study: There is a high turnover among teachers, with many teachers leaving the profession during their early years of teaching. An empirical investigation of the relationship between retention factors and job embeddedness and the outcomes of utilising retention factors and job embeddedness to facilitate the retention of employees is critical. Research approach/design and method: A non-experimental, quantitative survey was conducted on 278 teachers working in the Tshwane Municipality public schools. Main findings: A Pearson’s correlational analysis revealed positive and significant relationships between retention factors and job embeddedness, while multiple regression analyses revealed that retention factors positively and significantly predict job embeddedness. Practical/managerial implications: The results from this study afford concrete implications for employers in search of effective employee retention strategies. The main practical contribution of this study is the way in which it demonstrated that retention factors relate to and predict job embeddedness. Contribution/value-add: This study contributes to the employee retention theory by proposing that employees who are provided with desired retention factors are more likely to be embedded in their jobs and community.

中文翻译：

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对与公立学校教师的工作嵌入度有关的保留因素的满意度

方向：组织在现代竞争环境中面临的主要挑战是留住有才华和富有生产力的员工。为了确保教育系统发挥最佳功能，需要实施战略性人力资源管理（HRM）做法，以帮助留住合格且经验丰富的教师。研究目的：本研究的目的是建立保留因子与工作嵌入度之间的关系，并确定保留因子是否能积极有效地预测工作嵌入度。学习动机：教师流失率很高，许多教师在教学初期就离开了该行业。对保留因子和工作嵌入度之间的关系以及利用保留因子和工作嵌入度促进员工保留的结果进行实证研究至关重要。研究方法/设计和方法：对Tshwane市公立学校的278名教师进行了非实验性的定量调查。主要发现：皮尔森（Pearson）的相关分析显示，保留因子与工作嵌入之间存在正相关和显着关系，而多元回归分析显示，保留因子具有积极意义并显着预测了工作嵌入。实际/管理意义：这项研究的结果为雇主寻找有效的员工保留策略提供了具体的意义。这项研究的主要实践贡献是证明保留因子与工作嵌入度相关并预测其嵌入度的方式。贡献/增值：本研究提出了具有期望的保留因子的雇员更有可能融入其工作和社区，从而为雇员保留理论做出了贡献。