The Influence of Ghanaian Headteachers' Creative Problem-Solving Attributes on Teachers' Person-Environment Fit Dimensions and Retention Relationship

Purpose: The study examined three person-environment fit dimensions and retention within the framework of Cho's (2003) dynamic creative problem-solving ability attributes. The purpose was to establish the effect of head teachers' knowledge and skills, divergent thinking, convergent thinking, motivation, and environment on the linkage between teachers' person-environment fit dimensions and their retention intentions.Methodology: Questionnaires from 279 head teachers were on their creative problem-solving ability attributes. Questionnaires from 558 teachers were on their perceived person-environment fit dimensions and retention intentions. The quantitative oriented correlational cross-sectional research survey design was employed. The correlation test and structural equation modelling techniques were employed to analyze the relationships among the creative problem solving ability attributes, perceived person-environment fit dimensions and retention intentions.Findings: With the exception of the motivation - knowledge path which was insignificant, findings from the analysis showed that knowledge and skills attribute significantly mediate the relationship between the dynamic creative problem solving ability attributes and the person-brand fitting ability of head teachers. The person-brand fit indirectly predicts teacher retention intention, with the person-job fit and person-organisation fit being significant mediators.Theory, practice and policy: Theoretically, the study's Dynamic System Model of Creative Fit for Retention casts creative problem-solving ability attributes within the framework of person-environment fit and employee retention. The study's findings that leaders need to continue to creatively fit their followers to the work environment to enhance retention intentions; the associated policy implications and future research directions are discussed.