Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (4): 510-523.doi: 10.16187/j.cnki.issn1001-4918.2024.04.06

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The Relationship between Organizational Climate and Teachers’ Retention Intention in Primary and Secondary Schools in Liangshan Yi Autonomous Prefecture: A Chain-mediated Model

FU Na1, XIE Xiaochen1, DING Xiangyu1, JIANG Huilin1,2, MENG Yuan1,3   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875;
    2. Guangxi Normal University, Guilin 541006;
    3. The High School Affiliated to University of Science & Technology Beijing, Beijing 100083
  • Published:2024-08-27

Abstract: Teacher retention and good teaching practices are important factors to consider when addressing poverty eradication, promoting rural revitalization and realizing educational modernization. To explore the relationship between the school organizational climate and teachers’ retention intention in Liangshan Prefecture, and the multiple mediating effects of teachers’ teaching efficacy and occupational stress, an explanatory sequential design was used in this study. Firstly, a total of 6005 local primary and secondary school teachers in Liangshan Prefecture were evaluated using the School Organizational Climate Description Questionnaire, the Teacher’s Sense of Teaching Efficacy Scale, the Primary and Secondary School Teacher’s Occupational Stress Questionnaire and the Employee’s Retention Scale. After analyzing the questionnaire data, six teachers were chosen to participate the following interviews. The results found that: (1) The school organizational climate of primary and secondary schools in Liangshan Yi Autonomous Prefecture had a significant positive predictive effect on teachers’ retention intention; (2) Teaching efficacy and occupational stress played significant mediating roles between school organizational climate and teachers’ retention intention. Specifically, there were three ways for school organizational climate influencing teachers’ retention intention: the first was the mediating role of teaching efficacy; the second was the mediating role of occupational stress; the third was the chain-mediated role of both teaching efficacy and occupational stress. The current study implies that local education authorities should pay more attention to the construction of school organizational climate, which is beneficial to improve teachers’ teaching efficacy and reduce their occupational stress so as to increase their retention intention.

Key words: teacher, retention intention, school organizational climate, teaching efficacy, occupational stress

CLC Number: 

  • B844
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