The complex dynamic between teacher turnover intention, principal and teacher psychological antecedents in Malaysian schools: a configural analysis

Teacher turnover is a major concern for education policymakers worldwide. This study examines the relationship between principal support and teacher turnover intention in Kuwait, focusing on the mediating role of teacher job satisfaction. Data collected from 392 teachers in public schools were analyzed using a structural equation model. The results show that principal support has an indirect effect on teacher turnover intention and is significantly mediated by teacher job satisfaction. This paper broadens the scope of principal support, discussing implications for education policymakers and providing recommendations to improve principal leadership practices and reduce teacher turnover.

Effect of teachers’ gender, poor income, and poor working condition on teacher turnover intention and its impact in Saharti District, Tigray, Ethiopia

Introduction. The turnover intention of teachers who work at childcare centers and facilities is high in Korea because of workplace incivility and job stress. There is a need for research to reduce turnover intention. This study aimed to investigate whether gratitude moderates the mediating effects of job stress in the association between organizational incivility and turnover intention of childcare teachers. Study participants and methods. The participants in this study were child-care teachers working in Chungnam province of Korea. The survey participants were 108 (49.1%) in their 40s, 85 (38.6%) in their 30s and older, and 27 (12.3%) in their 50s and older. There were 180 married people (78.6%), and 49 people (21.4%) unmarried. For analysis, we did data analysis using SPSS PC+ Win. Ver. 25.0 and SPSS PROCESS macro Ver. 3.5. We used frequency, reliability, correlation, and moderated mediating effect analysis. Results. First, organizational incivility, job stress, and turnover intention were significantly correlated. Organizational incivility had a positive correlation with job stress (r = .412, p < .01) and turnover intention (r = .536, p < .01), and gratitude was negatively correlated with job stress (r = -.288, p < .01) and with turnover intention (r = -.339, p < .01). Second, as the result of analyzing the moderated mediation effect analysis, when the gratitude value was low (M-1SD), medium (M), and high (M+1SD), the conditional indirect effect was significant. Therefore, the moderated mediating effect of gratitude moderating the mediating effect of job stress in the link between organizational incivility and turnover intention was verified. Practical significance. Incivility acted as a cause of increasing turnover intention, and gratitude acted as a buffer to lower turnover intention. Therefore, this study will be used as policy development data to lower the intention to turnover of childcare teachers who have experienced rudeness and to improve the quality of childcare services.

Teacher career turnover is a serious global occupational hazard, with the estimated teacher turnover rate ranging from 13 to 15% annually. Even countries with the best educational systems are not insulated in this regard. There cannot be actual turnover without turnover intentions, which are a key precursor. Being a multilevel structured phenomenon, several school variables could be implicated, such as school climate and job satisfaction. The Nigerian education system is portrayed as an environment where turnover intention thrives. Due to the dearth of literature on this regard in Lagos state, Nigeria, this research work utilized a survey research design to study the phenomenon in public and private primary schools. A total of 373 teachers were sampled using a simple random technique, and data was collected through a structured questionnaire. Appropriate descriptive and inferential statistics, such as Pearson product moment correlations, simple linear regression, and Independent t-tests, were used to analyze the data. The findings revealed that there was a moderate negative significant influence of school climate of public and private primary schools’ teachers on turnover intention. This means as school climate improves, the turnover intention goes down. School climate measures (safety, academic climate, community climate and organizational environment) jointly influenced teachers' thinking of quitting their current job. There was a significant difference between public and private primary schools’ teachers’ turnover intentions. The study concluded that school type (public or private primary schools’ climate) has a significant, moderating effect on teachers’ turnover intention. Teachers’ turnover intention was higher in private schools. It is recommended that public and private primary schools in Ikeja City should intentionally improve school climate by improving safety, academic climate, community climate, and organizational environment to reduce teacher turnover intention.

Objectives The purpose of this study was to investigate the effects of interpersonal stress, work overload, and salary satisfaction on turnover intention of private child care center teachers with 3 years or less of experience.
 Methods The subjects of 275 child care teachers with less than 3 years of experience working at private child care centers in Seoul and Gyeonggi-do were selected by convenience sampling. The hierarchical regression analysis was conducted to find out the effects of interpersonal stress, work overload, and salary satisfaction on turnover intention.
 Results The results showed that the turnover intention was differed in terms of teacher’s age, marital status, education level, major, age of class. It was analyzed that interpersonal stress, work overload, and salary satisfaction had an effect on the turnover intention of teachers with less than 3 years of experience working in private child care centers. In particular, interpersonal stress was found to have the greatest effect on turnover intention.
 Conclusions The results of this study suggest that in order to lower the turnover intention of child care teachers in private child care centers, it is necessary to find a way to develop communication skills to lower the level of stress from the relationship between the director and parents, reduce the workload, and improve the salary system to a realistic level.

This quantitative study ascertained the best fit model of teacher turnover intention as predicted by organizational Commitment, school culture, and working environment. Using complete enumeration with 400 respondents, the descriptive-causal method was applied in the study considering the employment of the Structural Equation Model. Adapted questionnaires relative to the four variables were distributed through print and online Google Forms, which were tested for reliability using Cronbach Alpha Test. Implementing the approved statistical tools of mean, standard deviation, Pearson Product Moment of correlation, and structural equation model, findings revealed that the evaluated schools were high in organizational commitment and teacher turnover intention and were very high in school culture and working environment. More importantly, results indicated that organizational Commitment, school culture, and working environment had significant relationships with teacher turnover intention. In addition, organizational Commitment and work significantly influence teacher turnover, while school culture does not have a direct influence on turnover intention. Hence, it was concluded that organizational commitment and working environment best influence teacher turnover intention. Keywords: educational management, organizational Commitment, school culture, work environment, turnover intention, structural equation model, Philippines DOI: 10.7176/JEP/13-29-10 Publication date: October 31 st 2022

Background: There is high teacher turnover intentions in primary schools In Uganda. Aim: The study established the relationship between individual, organizational factors and teacher turnover intentions among primary schools in Mbarara district, Western Uganda. Methods: A cross-sectional study design where a sample size of 421 active and present on the 2012/2013 payroll primary school teachers in Mbarara district (N=1951 teachers) were enrolled between 1st April and 30th June 2013 using simple random sampling technique. Data was collected by Researcher and 2 trained research assistants using a self-administered semi-structured questionnaire between 1st April and 30th June, 2013 to obtain information on the individual and organizational characteristics. dependent variable; teacher turnover intention and independent variables; Categorical variables were summarized using frequencies, tabulations and percentages while for appropriate reporting, continuous variables were summarized using mean and median if the data was skewed. In measuring the strength of associations, binary logistic regression method was used to analyze the data and reported in Odds Ratio at a 95% Confidence Interval. At bivariate level, any independent Variable having a P-value of < 0.2 was considered for further analysis at multivariate level and only considered statistically significant with a P-value of <0.05 having been considered for confounding at 10%.Results: From the 421 respondents, individual factors which included owning a car (OR 3.992, p= 0.007) spouse’s occupation as business (OR 0.287, p=0.002) and having less than three children (OR 5.928, p=0.005) were statistically significantly associated with teacher turnover intentions. Among the organizational factors, the study found out that low job vulnerability (OR 0.437, p=0.001), absence of scholastic materials; textbooks (OR 3.224, p=0.001) and lack of involvement of teachers in extra-curricular activities; being a class teacher (OR 2.522, p=0.001), denied designing of timetable (OR 2.085, p=0.006) and extra lessons provided (OR 2.413, p=0.001) were noted to be statistically significant factors associated with teacher turnover intentions.Conclusions: Teachers with spouses involved in business and those who owned a car(s) were less likely to leave the teaching profession while Teachers having less than three children were more likely to quit the teaching profession soon than later. Extra-curricular activities not allocated to the teachers such as being a class head or designing a timetable and coaching increased teacher attrition intentions by more than twice their counterparts allocated these responsibilities. The absence of teaching materials especially textbooks within the primary schools increased teacher attrition intentions three folds while low vulnerability on the job decreased teacher attrition by more than twice.Recommendations: Extra responsibilities on merit should be assigned to teachers. Strengthening the appointment mechanism of teachers into professional service needs revisiting through quick provision of appointment letters and regularization into service. Teachers could delay or have fewer children preferable not more than three. Encourage teachers with spouses having additional income/businesses to improve the family cash base. Further studies to establish causality could be conducted to involve the whole country.

Objectives The This study attempted to investigate the effect of job satisfaction and negotiation types in the relationship between conflict of childcare teachers and turnover intention.
 Methods This study was conducted on 517 childcare teachers at daycare centers located in Seoul and Gyeonggi Province. Data collection was conducted by direct collection and web-based electronic questionnaire (Google Questionnaire), and the collected data were analyzed using the IBM SPSS 22.0 program and the MACRO PROCESS program.
 Results First, it was found that the conflict of childcare teachers, job satisfaction, and negotiation types had an effect on the childcare teacher's turnover intention. Second, it was found that job satisfaction played a mediating role in the relationship between child care teacher conflict and turnover intention, and that child care teacher conflict influenced the child care teacher's turnover intention through job satisfaction. Third, it was found that the type of negotiation had a moderating effect in the relationship between conflict of childcare teachers, job satisfaction, and turnover intention.
 Conclusions In conclusion, it was found that the intention to turnover of childcare teachers was influenced by conflict and job satisfaction, and the type of negotiation had a moderating effect in the relationship between these variables. This result means that the type of negotiation of childcare teachers can control turnover intention. Conflicts of childcare teachers have a positive effect on turnover intention, but continuous research is needed to prepare measures to control the effect of childcare teachers' turnover intention through job satisfaction and conflict management.

This study proposes a five-dimensional framework of teacher professional status by integrating Western theories with Chinese philosophical traditions. Drawing on nationally representative survey data from 66 Chinese cities, we theorise and empirically examine how each dimension influences teachers’ turnover intentions. We find that a higher teacher professional status, driven by high entry requirements, increased teacher autonomy, improved workplace conditions, and high professional ethics, significantly reduces teachers’ intention to leave. High professional ethics has the strongest impact on reducing teachers’ intention to leave the profession, whilst professional development has no significant impact on teacher turnover intention. Our findings suggest that enhancing teachers’ professional status, particularly through increasing the ethical standards of the profession, is an effective strategy to address teacher turnover. The findings offer new insights into culturally grounded determinants of teacher retention in non-Western contexts.

Using a survey study design with 133 public secondary school teachers in Dodoma, this paper explores the relationship between leadership style (both Transformational and Transactional) and teachers’ turnover intentions with mediating effect of Team Member Exchange. The study found that teachers’ turnover intentions have a negative relation with transformational leadership style, while transactional leadership style has a positive relationship. Also, TMX was observed to have a positive relationship with transformational leadership style, while transactional leadership style has a negative relationship. Despite teachers’ turnover intentions and TMX being observed to have a negative relationship, there was no mediating effect of TMX on transformational leadership style and teachers’ turnover intentions. At the same time, there was a negatively mediating effect of TMX between transactional leadership style and teacher turnover intentions. The findings of this study provided insight into a leadership style that may be used to motivate and encourage teachers to work even more complex and reduces turnover intention. The findings can help develop strategies and programmes for heads of schools to improve their leadership styles that would enable the retention of public secondary school teachers.

This study investigated the effects of financial, managerial, job satisfaction, job stress, individual, and family factors on the turnover intention of teachers in cadet colleges in Khyber Pakhtunkhwa. The study's nature is quantitative, using a survey questionnaire to collect the perspectives of educators. The study utilised simple random sampling to choose a sample of 223 teachers. The study found that educators faced intricate challenges and were considering quitting their current job upon finding another opportunity. The study found a significant correlation between turnover intention and five factors: managerial, job satisfaction, job stress, individual, and family. The study's multiple linear regression analysis found significant correlations between teachers' turnover intention in cadet colleges and their job satisfaction, job stress, and individual and family factors. The financial factor has a weak correlation and no significant influence on turnover intention. Cadet college administrators can use the study's findings to improve these criteria to prevent teacher turnover.

Purpose Over the past two decades, teacher turnover has emerged as a critical challenge for educational systems worldwide. This study aims to map and integrate the intellectual structure, thematic evolution and scholarly impact of research on teachers’ turnover intentions. Design/methodology/approach A bibliometric analysis of 198 peer-reviewed articles indexed in the Web of Science (2003–2023) was conducted. VOSviewer was employed to examine publication performance, co-citation networks and thematic clustering. Findings Three dominant themes were identified: (1) job satisfaction, burnout and organizational commitment as core predictors of turnover intention; (2) the rising salience of psychological constructs such as resilience and psychological capital and (3) contextual influences including school climate and socioeconomic disparities. The literature shows a clear shift toward integrated explanatory models and a notable increase in empirical studies from Asian contexts. Research limitations/implications This study highlights the need for cross-national comparative research to address contextual variability in turnover drivers. Practically, the findings underscore the importance of targeted interventions – such as enhancing workplace support, fostering psychological resilience and aligning policy frameworks – to reduce turnover. For researchers, the thematic clusters identified provide a road map for exploring understudied areas, including the impact of digital transformation and intersectional inequalities on teacher retention. Originality/value This is the first bibliometric synthesis to systematize two decades of fragmented research on teacher turnover intention, providing a rigorously quantified knowledge structure that explicitly links individual, organizational and situational factors.

Primary and middle school teachers are a critical part of China’s foundational education; teacher turnover heavily affects the stable development of foundational education. Aiming at the phenomenon of teacher turnover intention in primary and secondary schools, interviews and questionnaires were used to explore the relationship between teachers’ organizational justice, salary satisfaction, and turnover intention in the management of primary and secondary schools. The research subjects were more than 500 primary and secondary school teachers from Zhejiang and Jiangsu provinces. The data analysis results show that the sense of interactive fairness is the highest, followed by procedural fairness and the lowest sense of distributional fairness, with a certain sense of unfairness among the three dimensions of organizational fairness among primary and secondary school teachers. The average salary satisfaction score is 2.64, which is lower than the midpoint of 3, and there is a certain degree of dissatisfaction. The results of the correlation analysis showed that the pairwise correlations between the variables reached a very significant level. The results of regression analysis showed that organizational justice had the greatest impact on turnover intention, accounting for 20% of the variance. Salary satisfaction plays a partial mediating role between various dimensions of organizational justice and turnover intention, indicating that procedural fairness, interaction fairness, and distributional justice not only have a direct impact on turnover intention, but also indirectly affect turnover intention by affecting salary satisfaction. The results of this study can provide empirical data support for educational administrative departments and school managers in economically developed regions to improve their compensation management level and implement effective and sustainable compensation management policies and programs, as well as provide first-hand information for cross-country comparative studies of teacher compensation management in the field of education administration.

Objectives In this study, the influence of bullying experiences and burnout in the workplace of daycare center teachers on turnover intention was examined, and the mediating effect of burnout was analyzed in the relationship between workplace bullying and turnover intention. Methods To this end, a survey was conducted on 451 childcare teachers at daycare centers located across the country. Simple regression analysis and multiple regression analysis were performed on the collected data according to the research questions, the mediating effect was analyzed according to the procedure of Baron and Kenny (1986), and the Sobel Test was conducted for statistical verification. Results First, as a result of analyzing the influence of workplace bullying experience and burnout on the turnover intention of daycare center teachers, it was found that emotional exhaustion and dehumanization among the sub-factors of verbal and non-verbal bullying, work-related bullying, and burnout among the sub-factors of workplace bullying had a significant effect on the teacher's turnover intention. Second, in the relationship between the teacher's workplace bullying experience and turnover intention, burnout was found to have a partial mediating effect, and burnout further increased the turnover intention according to the workplace bullying experience. Conclusions These results suggest that it is necessary to prevent and manage bullying and burnout in the workplace in order to reduce the turnover intention of daycare center teachers, and for this, it is necessary to seek improvement measures in terms of education and institution.


 The description of the determinants of teacher turnover intention in Vocational High School (SMK) is still not optimally depicted in Indonesia. This condition is due to the limited number of special studies that focus on teacher turnover intentions for vocational school teachers. At the same time, the role of vocational school teachers is essential for the sustainability of educational institutions. Therefore, this study aims to build a conceptual model that determines teacher turnover intention. Literature research data was collected between 2006 and 2021, sourced from Google Scholar. In addition, the preferred reporting items for systematic reviews and meta-analyses (PRISMA) and bibliometric approaches were used for data analysis. The findings of the study lead to the development of a conceptual model to determine teacher turnover intention, which includes five variables: job satisfaction, interpersonal stress, efficacy, prosocial motivation, and organizational culture. It was found that teacher turnover intention can be measured through three dimensions: the possibility of individuals leaving the organization, teachers' cognitions and attitudes, and the frequency and intensity of intentions.