Capabilities and work functionings of special education teachers in Namibia

Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in work, perform poorly quit jobs. Research purpose: This study aimed to investigate the work capabilities of Namibian special education effects thereof on functionings. Motivation for study: The capability approach offers a framework employees’ capabilities. No studies have been found regarding teachers’ approach/design method: A convenience sample ( n = 200) participated study. Capability Set Work Questionnaire, Meaning Inventory, Negative Affect Scale, Performance at Questionnaire Intention Leave were administered. Main findings: following presented highest risk sustainable employability teachers: earning good income, involvement important decisions, contributing something valuable developing new knowledge skills. Teachers with range (compared limited capabilities) more meaningful, rated performance highly less inclined think about leaving Practical/managerial implications: Managers should focus implementing interventions that address four capabilities: decision-making, creation valuable, skills deal disabilities. Contribution/value-add: contributes affect