Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention

Abstract

ABSTRACT Since many early childhood education and care (ECEC) teachers in Japan intend to quit, studying their career continuity is imperative. Preschool teacher self-efficacy and professional identity are important for career continuity. This study examined their impact on absenteeism tendency and turnover intention in 727 ECEC teachers based on childcare experience. Multi-group structural equation modelling revealed that preschool teacher self-efficacy and professional identity associations with absenteeism tendency and turnover intention differed based on childcare experience. Professional identity affected ECEC teachers’ absenteeism tendency and turnover intention more strongly than did self-efficacy, highlighting their importance for understanding ECEC teachers’ professional growth and adjustment.