Understanding Teacher-Leaders’ Continuance Commitment in Nigerian Higher Educational Institutions: A Side Bet Theory Perspective

Bala Salisu¹ , Aliyu Isah Chikaji² , Dogo Kachalla³

Section:Research Paper, Product Type: Journal-Paper
Vol.11 , Issue.3 , pp.41-55, Mar-2025

Online published on Mar 31, 2025

Copyright © Bala Salisu, Aliyu Isah Chikaji, Dogo Kachalla . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
This study explores why teacher-leaders stay in Nigerian higher educational institutions (HEIs), focusing on the idea that they have made bets on their careers that make leaving difficult. We built a model based on side bet theory, which explains how investments in a job can create a feeling of obligation to stay. Our model suggests that both work-related investments (like promotion opportunities and research funding) and career-specific investments (like advanced degrees and professional networks) can increase a teacher-leader’s commitment to staying, even if they are not fully satisfied. This commitment is influenced by how satisfied they are with their jobs, how supported they feel by the institution, and their perceived lack of other job options. Factors like age, career stage, family ties, and cultural norms likely play a role as well, impacting how these investments affect their decision to stay. This model offers a fresh perspective on how to retain talented teacher-leaders in Nigerian HEIs by understanding how their career investments and institutional support affect their commitment. While this model provides a useful framework for reflection, further research is needed to test these relationships using surveys, interviews, or a combination of methods.

Key-Words / Index Term :
Teacher leadership; Continuance commitment; Side bet theory; Brain drain; Nigerian higher education; Staff retention strategies.

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