Abstract
Objectives This study examines the path relationship between early childhood teachers' work environment, professional identity, and turnover intention, and then confirms the mediating effect of early childhood teachers' professional identity. Methods For this purpose, questionnaires were distributed to 335 teachers working at kindergartens and daycare centers in regions B and K, and 316 were selected for analysis after excluding unreturned and insincere responses. Frequency analysis, path analysis, and mediation effect analysis were performed on the recovered data using SPSS 26.0 and PROCESS macro 4.0. Results The research results showed that, firstly, the working environment of early childhood teachers had a positive effect on their professional identity. Second, the working environment was found to have a negative effect on turnover intention. Third, occupational identity was found to have a negative effect on turnover intention. Fourth, professional identity had a partial mediating effect in the relationship between early childhood teachers' working environment and turnover intention. Conclusions It is believed that improving the working environment of early childhood teachers and enhancing their professional identity will contribute to improving the educational quality of early childhood education institutions by reducing the turnover intention of early childhood teachers.
Published Version
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