SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL

The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions leave through mediating effects affective wellbeing (stress, burnout, depression). Data were collected from 329 teachers who selected randomly with a clustered sampling method 232 secondary schools in South East Anatolia, Turkey. structural equation model that yielded best fit indicated as levels increase, stress, depression, intent-to-leave decrease. Teachers high are less likely develop intention-to-leave because positive well-being indicators. Results suggest maths science have optimistic beliefs capabilities can more easily cope stressors at work better well-being, consequently, lower level intention-to-leave. results provide educational leaders insights how retain qualified teachers. Keywords: intent-to-leave, self-efficacy, mathematics teachers,