Hindrance stressors and turnover intentions among preschool teachers: The mediating role of work engagement and the moderating effect of meaningful work

Abstract

BackgroundTeacher turnover in preschool settings poses significant challenges to educational quality and stability. Understanding the factors that influence turnover intentions is crucial for developing effective retention strategies. ObjectiveThis study aims to explore the relationships between hindrance stressors and turnover intentions among preschool teachers, with a particular focus on the mediating role of work engagement and the moderating effect of meaningful work. MethodsParticipants were recruited from Shanghai, China. The study involved 220 preschool teachers, with a mean age of 32.35 years, the majority of whom were female. All participants completed the Hindrance Stressors Scale, the Turnover Intention Scale, the Work and Meaning Inventory, and the Utrecht Work Engagement Scale. ResultsFindings indicate a positive association between hindrance stressors and turnover intentions, partially mediated by decreased work engagement. Additionally, meaningful work was found to moderate the relationship between hindrance stressors and work engagement; it can mitigate the adverse effects of hindrance stressors on work engagement. ConclusionAddressing hindrance stressors and fostering work engagement and meaningful work are essential for mitigating turnover intentions. These insights offer valuable guidance for educational administrators in enhancing teacher retention and improving workplace well-being.