Teacher Turnover Intentions Research Articles

Mediating and moderating factors between economic pressure and turnover intention among school teachers in Lebanon during the ongoing crisis era

BackgroundThe Lebanese ongoing crisis has exposed big challenges for the education system, including low teachers’ salaries and their desire to leave their jobs. Identifying key contributing factors to teacher turnover intention may help policymakers develop and implement appropriate and informed retention strategies aiming at preserving the struggling Lebanese educational system and saving costs. The present study aimed to examine the mediating role of three potential factors, i.e. job satisfaction, work-related fatigue, and psychological distress, and the moderating role of employment sector, in the relationship between economic pressure and turnover intention among teachers who work in Lebanon during the economic crisis. MethodsWe carried-out a cross-sectional, web-based study targeting a nationally-representative sample of Lebanese teachers (N = 3779, mean age = 38.33 years, 86.7 % females). ResultsThe results of mediation analyses showed that physical/emotional/mental work fatigue, psychological distress and job satisfaction mediated the relationship between perceived economic pressure and turnover intentions among Lebanese teachers. Economic pressure was significantly associated with higher work fatigue, more distress, less job satisfaction and more turnover intentions. Also, more work fatigue, higher distress levels and less job satisfaction were significantly associated with higher turnover intentions. Finally, more economic pressure was significantly associated with more turnover intentions. On the other hand, the moderating effect of teachers’ sector of employment (Private versus Public) was not significant. ConclusionThis is among the first studies to link economic pressure, job satisfaction, work fatigue, psychological distress and turnover intentions in the teachers' psychology literature. This is also the first study on this topic in Lebanon, a country that offers a unique context and opportunity to understand the link between teachers' economic pressure and turnover intentions. The results expand on past research by showing that work-related fatigue, job satisfaction and psychological distress are three factors that underline the cross-sectional relationship between economic pressure and teachers’ turnover intention. This implies that further attention of policy makers and school officials should be paid to enhance job satisfaction, decrease work fatigue and prevent psychological distress in order to retain and attract teachers at schools in Lebanon.

어린이집 교사의 직장 내 괴롭힘 경험과 이직의도의 관계에서 소진의 매개효과

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.

유아교사의 근무환경, 직업정체성, 이직의도 간의 경로분석

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.

An analysis of rural teachers’ vocational mobility intention and ways to support social stability

To accurately grasp the current situation of rural teachers' vocational mobility intention and its influencing factors is the premise of stabilizing rural teaching teachers. The survey shows that the rural primary and secondary school teachers in Suizhou City of Hubei province and Feicheng City of Shandong province have a strong vocational mobility intention, reaching nearly 90% and 64.5% respectively, which indicates that the rural teaching staff is still unstable. Teachers of different regions, genders, ages, and school types also have different intentions on horizontal and vertical social mobility. The income problem is the deep reason that affects the turnover intention of rural teachers. With the development of rural education, people from all walks of life pay more attention to the problem of social mobility of rural teachers, but most of them tend to be in poor areas. From the perspective of push and pull theory, this paper expounds and analyzes the social mobility willingness and its influencing factors of rural teachers in economically developed areas, draws corresponding conclusions, and puts forward suggestions for rebuilding rural educational ecology.

Comparing Teacher Turnover Intentions to Actual Turnover: Cautions and Lessons for the Field

Many studies rely on teachers’ reported career intentions instead of measuring actual turnover, but research does not clearly document how these variables relate to one another. We test how measures of teacher intentions relate to turnover. Using nationally representative data on 102,970 public school teachers, we conduct a descriptive and regression analysis to probe how teachers’ turnover intentions are and are not associated with moving schools and leaving teaching. While there is some variation across measures of intent, we find evidence that intention is distinct from, but strongly related to, turnover. We advise that surveys continue to capture intention as it provides meaningful information, but we recommend intention not be used as proxy for turnover.

Human Resource Development Practices and Turnover Intentions among Basic School Teachers: The Mediating Role of Career Commitment

Purpose: The study sought to examine the influence of perceived support for participation in human resource development (HRD) practices on teacher turnover intentions in the Tolon District of the Northern Region of Ghana. Methodology: Using a cross-sectional survey design, questionnaires were used to collect data from 120 teachers from the Tolon Senior High School. Data were analyzed using PROCESS macro ver. 4.2. Findings: Results from regression analysis showed that perceived support for participation in HRD practices had a negative relationship with teacher turnover intentions. It was further found that teacher career commitment mediates the negative relationship between perceived support for participation in HRD practices and turnover intentions. Unique contribution to theory, policy and practice: The study contributes to the existing body of knowledge on the application of social exchange theory (SET) in understanding workplace dynamic and highlights the importance of fostering a supportive work environment that encourages employee participation in HRD activities, such as training programs, mentorship initiatives, and career development opportunities

Teacher turnover intentions, satisfaction, and quality in Chinese Universities: Basis for professional development program

Teacher turnover intentions, satisfaction, and quality in Chinese Universities: Basis for professional development program

Work–family conflict influences the turnover intention of Chinese rural preschool teachers: A moderated mediation model

We examined the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of career calling. Data from 1,346 Chinese rural preschool teachers were processed using correlation analysis and hierarchical linear regression analysis. The results revealed that work–family conflict was significantly and positively associated with rural preschool teachers' turnover intention. Job satisfaction mediated this relationship, while career calling moderated the association between work–family conflict and job satisfaction. These findings contribute to understanding of turnover intention among rural preschool teachers and suggest the need to enhance career calling to promote job satisfaction and reduce turnover in this profession.

The Influence of Occupational Stigma on Kindergarten Teachers' Turnover Intention: A Family Perspective

Based on the identity boundary theory and from the perspective of family, this study explores the impact of occupational stigma on kindergarten teachers' turnover intention. The study investigated 495 kindergarten teachers from eight provinces and cities through occupational stigma perception questionnaire, turnover intention questionnaire, stigma questionnaire involving family members and family involvement questionnaire. The results show that the perception of occupational stigma can not only directly predict the turnover intention of kindergarten teachers, but also mediate the influence of family stigma. In addition, the three paths of the mediation are all moderated by family involvement variables: when the family involvement is high, occupational stigma can significantly and positively predict kindergarten teachers' involvement in family stigma and turnover intention, and involvement in family stigma can also positively predict turnover intention. On the contrary, when the degree of family involvement is low, occupational stigma has no significant predictive effect on kindergarten teachers’ family stigma and turnover intention, and family stigma has no significant predictive effect on turnover intention. In order to avoid the impact of professional stigma on kindergarten teachers' turnover tendency, it is necessary to eliminate stigma from the three levels of society, kindergarten teachers and kindergarten teachers' families, and resolve the kindergarten teachers' turnover crisis.

보육교사의 갈등, 직무만족과 협상유형이 이직의도에 미치는 영향

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.

Using Two-Factor Theory to Examine Teacher Turnover Intention – A Case of a Private University in Sichuan, China

Using Two-Factor Theory to Examine Teacher Turnover Intention – A Case of a Private University in Sichuan, China

Teachers Turnover Intention: The Role Of Work Motivation, Job Stress, And Organisational Commitment

The phenomenon of teacher decline happens in all stages of education in 2021/2022. Continuous situations would hinder the school's objectives, cause a drop in academic achievements, and disrupt the talent management process during the leadership turnover, among others. Teacher turnover can be predicted through turnover intention, which can be affected by work motivation, job stress, and organizational commitment. This research aims to determine the effect of work motivation on job stress, organizational commitment, and turnover intention and the impact of job stress and organizational commitment on turnover intention. This research was conducted in SMA and SMP PKP Jakarta Islamic School, which involved 77 respondents from March 2022 to June 2023. SEM-PLS is used to process and evaluate the research hypotheses. The results show work motivation does affect job stress, organizational commitment, and turnover intention, and job stress and organizational commitment do affect teacher turnover intention.

Group adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study

Turnover intention of kindergarten teachers is a concerning issue. This issue is particularly salient for novice teachers who, although employed, are still actively exploring their career choices. Scant research has examined what factors during the pre-service period can predict newly appointed kindergarten teachers’ turnover intention and the underlying mechanisms. To fill these gaps, we examined a possible, yet understudied, idea that kindergarten teachers’ employability during the pre-service period would shape their work adjustment after being employed (i.e., how well newcomers adjust to the job demands, work group, and organizational culture), and poor work adjustment would further elicit turnover intention. We tested this idea with a longitudinal, school-to-work transition study among 117 novice kindergarten teachers in Hong Kong. Participants reported their employability at the last semester of a pre-service teacher training program (T1). One to two months after the fall semester began, participants employed as in-service teachers reported their adjustment at work (T2). Then, they reported turnover intention at the beginning of the spring semester (T3). The results showed that T1 employability positively predicted T2 task and group adjustment but not organizational adjustment. More importantly, the indirect effect of T2 group adjustment was significant in the link between T1 employability and T3 turnover intention, but the indirect effects of task and organizational adjustment were insignificant. These findings illuminate the group adjustment mechanism behind the association between novice kindergarten teachers’ employability during the pre-service period and later turnover intention at work, contributing to the socialization process and professional development for novice teachers in the kindergarten context.

Effects of emotional labor on the turnover intention of kindergarten teachers: A moderated mediation model

We explored the differential impact mechanism and boundary conditions of emotional labor and its subdimensions on the turnover intention of kindergarten teachers. Our research was based on the job demands–resources model and the concept of symbolic interactionism. The results of a survey conducted with 3,679 in-service kindergarten teachers showed that use of emotional labor strategies had a significant positive predictive effect on the turnover intention of kindergarten teachers. Further, professional identity played a partial mediating role in the link between teachers' emotional labor (surface acting) and their turnover intention. Finally, we found that as the length of teaching service increased, surface acting had a greater influence on teachers' professional identity. Thus, kindergarten teachers' turnover intention can be effectively reduced through surface acting.

유아교사의 이직의도와 조직몰입 관계에서 유아교사가 인식하는 원장 칭찬리더십의 매개효과

Objectives The purpose of this study is to examine the mediating effect ofthe principal's praising leadership recognized
 by early childhood teachers between the turnover intention and organizational commitment of early childhood
 teachers.
 Methods To this end, a survey was conducted on 343 early childhood teachers in Busan, Ulsan, and Daegu. The
 collected data were analyzed using descriptive statistics, correlation analysis, and the stepwise regression analysis,
 utilizing the SPSS 21.0(ver.) statistical program. The mediating effect was examined using the Sobel test.
 Results Firstly, significant correlations were found between overall turnover intentions and its sub-variables,
 overall organizational commitment and its sub-variables, and overall praise leadership and its sub-domains.
 Secondly, the perceived praise leadership by principals was found to mediate the relationship between turnover
 intentions and organizational commitment among early childhood teachers.
 Conclusions Even if early childhood teachers have turnover intentions, the effective display of praise leadership
 by principals positively influences their organizational commitment. These findings highlight the importance of
 continuous research on enhancing the praise leadership of educational institution principals.

Influence of Sex and Job Satisfaction on Turnover Intentions among Private School Teachers

Teaching is an essential profession in building human capital in any society. However, retaining this workforce in schools in Nigeria has become a herculean task over the years. This study examined sex and job satisfaction on turnover intention of teachers in private schools. Data were collected using cross-sectional survey design technique from 490 respondents in twenty-five private secondary schools across three Local Government Areas. 263 male and 227 female were conveniently sampled, with mean age of 23.1 and SD of 5.2; 361 married, 123 single, and 6 divorcees. Result showed that sex significantly influenced turnover intentions (t = 7.98, df (488), P<0.5). Also, there was a significant influence of job satisfaction on turnover intentions of the private school teachers (t = 2.64, df (488), P <0.5). On the basis of this, the researcher recommended that teachers’ job satisfaction programmes should be taking seriously by management of private schools so as to reduce their turnover intentions. Teachers should not be overburdened and time of engagement should probably be made more flexible for male teachers in private schools; they should also be more incentivized so as to attract them to the job;.

Individual, Organizational Factors and Teacher Turnover Intentions Among Primary Schools, in Mbarara District

Individual, Organizational Factors and Teacher Turnover Intentions Among Primary Schools, in Mbarara District

Inequitable teacher turnover and performance-based appraisal: a global trend?

ABSTRACT Student performance data is increasingly used to monitor and evaluate teachers. This study examines whether the turnover intentions – if teachers would change schools given the chance – of teachers in socioeconomically disadvantaged classrooms are moderated by teacher appraisal practices based on student academic performance data at the school system-level. Three-level hierarchical modelling in 46 education systems is conducted based on the Teaching and Learning International Survey (TALIS) from 2018. Results show that the effect of classroom socioeconomic composition on teacher turnover intentions increases as a function of performance-based teacher appraisal. However, this is only true when the appraisal is conducted by external authorities, and not so when conducted by the school management team. The models are then re-run by school consequences of appraisal such as dismissal, financial bonuses, or sanctions, and then by teacher characteristics, including gender, experience, and teaching subject. Experienced teachers in socioeconomically disadvantaged classrooms are more likely to change schools in school systems with more performance data-based teacher appraisal. These results underscore the potential pitfalls of performance data-based accountability systems for students in socioeconomically disadvantaged educational settings.

보육교사의 감성지능이 이직의도에 미치는 영향

In order to help the healthy development of infants and young children, the role of childcare teachers who affect infants and young children is important. However, the high turnover rate of childcare teachers can lead to a deterioration in the quality of childcare services. In this study, in order to lower the turnover rate of childcare teachers, emotional intelligence was noted as the cause of turnover intention. In addition, the mediating role of job stress and job satisfaction was verified to identify the process through which the relationship between emotional intelligence and turnover intention is connected. In this study, 224 childcare teachers working in daycare centers were surveyed, and 203 of them were used for analysis. As a result of the analysis, it was confirmed that the emotional intelligence of childcare teachers had a significant effect on turnover intention. In addition, it was found that job stress and job satisfaction had a significant partial mediating effect between emotional intelligence and turnover intention. The theoretical implications of this study confirmed the theoretical model predicting the effect of emotional intelligence on turnover intention. Also, the sequential process of emotional intelligence affecting turnover intention through job stress and job satisfaction was identified. These results are meaningful in that they provide practical implications for preparing a plan to reduce the turnover intention of childcare teachers. Based on these research results, the limitations of this study and future research directions were presented.

An empirical study on 'how to retain rural teachers with emphasis on hygiene or motivation factors': A case of Western China.

How to retain prominent teachers is a fundamental problem for rural education in less developed countries. However, the critical institutional factors affecting teachers' turnover intention still need to be better understood. According to Herzberg's motivation-hygiene theory, this study examines the effects of hygiene factors (rural incentive policy, personnel policy, and teacher pay) and motivation factors (advancement, work itself, and achievement) on rural teachers' turnover intention. Based on a sample of 973 rural teachers, the results from structural equation modeling (SEM) showed that both hygiene factors and motivation factors can significantly reduce the turnover intention of rural teachers. Meanwhile, the effect of motivation factors is greater than that of hygiene factors. It was also confirmed that marital status, age, and teaching subject have a significant moderation effect on the relationship between motivation/hygiene factor and turnover intention, whereas gender has no significant moderation effect. Theoretical and practical implications for attracting and retaining rural teachers are discussed.