Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (5): 675-682.doi: 10.16187/j.cnki.issn1001-4918.2021.05.08

Previous Articles     Next Articles

Relationship between Educational Level and Turnover Intention of New Preschool Teachers: The Mediating Role of Career Adaptability and Job Satisfaction

ZHOU Siyu1, WANG Yizhuo2, LI Xiaowei1   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875;
    2. Mianhua Hutong Kindergarten, Beijing 100035
  • Published:2021-09-23

RichHTML

PDF (PC)

Abstract: The current study investigated 783 new preschool teachers with teaching experience no more than 3 years to examine the mediating role of career adaptability and job satisfaction in the relationship between teachers' educational level and turnover intention. The results showed that:job satisfaction played the positive mediating role in the relationship between teachers' educational level and turnover intention. And the negative chain mediating effect of career adaptability and job satisfaction was also found in that relationship. These findings indicated that career adaptability may play an important role in improving job satisfaction of new preschool teachers with high educational level and reducing their turnover intention.

Key words: turnover intention, educational level, career adaptability, job satisfaction, new preschool teachers

CLC Number: 

  • B844
Allen, J. M. (2009). Valuing practice over theory:How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654.
Applebaum, D., Fowler, S., Fiedler, N., Osinubi, O., & Robson, M. (2010). The impact of environmental factors on nursing stress, job satisfaction, and turnover intention. The Journal of Nursing Administration, 40(7-8), 323-328.
Bufquin, D., Dipietro, R., Orlowski, M., & Partlow, C. (2017). The influence of restaurant co-workers' perceived warmth and competence on employees' turnover intentions:The mediating role of job attitudes. International Journal of Hospitality Management, 60, 13-22.
Feng, D., Su, S., Yang, Y., Xia, J., & Su, Y. (2017). Job satisfaction mediates subjective social status and turnover intention among Chinese nurses. Nursing & Health Sciences, 19(3), 1-5.
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching & Learning, 8(1), 27-42.
Frances, R. (2010). Job and educational level of company managers:Their relations with job satisfaction. Applied Psychology, 35(4), 513-530.
Froese, F. J., Peltokorpi, V., Varma, A., & Hitotsuyanagi-Hansel, A. (2018). Merit-based rewards, job satisfaction and voluntary turnover:Moderating effects of employee demographic characteristics. British Journal of Management, 30(3), 610-623.
Fukui, S., Wu, W., & Salyers, M. P. (2019). Impact of supervisory support on turnover intention:The mediating role of burnout and job satisfaction in a longitudinal study. Administration and Policy in Mental Health and Mental Health Services Research, 46(3), 1-10.
Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work (2nd ed.). Oxford, England:John Wiley.
Hom, P. W., Caranikas W. F., & Prussia G. E. (1992). A meta-analytical structural equations analysis of a model of employee turnover. Journal of Applied Psychology, 77(6), 890-909.
Hom, P. W., Lee, T. W., Shaw, J. D., & Hausknecht, J. P. (2017). One hundred years of employee turnover theory and research. Journal of Applied Psychology, 102(3), 530-545.
Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching & Teacher Education, 26(8), 1530-1543.
Kim, H., & Cho, Y. J. (2014). Preservice teachers' motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67-81.
Larkin, I. M., Brantley-Dias, L., & Lokey-Vega, A. (2016). Job satisfaction, organizational commitment, and turnover intention of online teachers in the k-12 setting. Online Learning, 20(9), 26-51.
Lee, T. W., Mitchell, T. R., Holtom, B. C., & Hill, M. D. W. (1999). The unfolding model of voluntary turnover:A replication and extension. The Academy of Management Journal, 42(4), 450-462.
Leung, D. Y. P., & Lee, W. W. S. (2006). Predicting intention to quit among Chinese teachers:Differential predictability of the components of burnout. Anxiety, Stress & Coping, 19(2), 129-141.
Mackinnon, D. P., Krull, J. L., & Lockwood, C. M. (2000). Equivalence of the mediation, confounding and suppression effect. Prevention Science, 1(4), 173-181.
Mclennan, B., Mcilveen, P., & Perera, H. N. (2017). Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism. Teaching & Teacher Education, 63(4), 176-185.
Mir, I. A. (2012). University teachers job dissatisfaction:application of two-factor theory:A case of pakistani education system. Educational Research & Reviews, 7(4), 83-89.
Mitchell, O., Mackenzie, D. L., Styve, G. J., & Gover, A. R. (2000). The impact of individual, organizational, and environmental attributes on voluntary turnover among juvenile correctional staff members. Justice Quarterly, 17(2), 333-357.
Mobley, W. H. (1977). Intermediate linkages in the relationship between job satisfaction and employee turnover. Journal of Applied Psychology, 62(2), 237-240.
Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Journal of Applied Psychology, 78(2), 173-183.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses:Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185-227.
Price J. L. (2000). Reflections on the determinants of turnover. International Journal of Manpower, 22(7), 600-624.
Schriesheim, C., & Tsui, A. S. (1980). Development and validation of a short satisfaction instrument for use in survey feedback interventions. Paper presented at the Western Academy of Management Meeting, Phoenix, AZ.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Tett, R. P., & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover:Path analyses based on meta-analytic findings. Personnel Psychology, 46(2), 259-291.
Wanous, J. P., Poland, T. D., Premack, S. L., & Davis, K. S. (1992). The effects of met expectations on newcomer attitudes and behaviors:A review and meta-analysis. Journal of Applied Psychology, 77(3), 288-297.
Weisberg, J., & Sagie, A. (1999). Teachers' physical, mental, and emotional burnout:Impact on intention to quit. Journal of Psychology, 133(3), 333-339.
陈纯槿,范洁琼. (2018). 我国学前教育综合发展水平的省际比较与分析.学前教育研究, 32(12), 16-29.
董秀成,吴明证. (2010). 普通高校辅导员的职业认同与工作满意度的关系.心理科学, 45(1), 241-243.
方怡妮,牟映雪. (2015). 幼儿园教师专业自我发展现状及其影响因素.学前教育研究, 29(10), 57-63.
冯婉桢,田彭彭,蒋杭珂. (2017). 区域幼儿园教师队伍配置进展与优化路径研究——基于北京市2010-2015年的实证分析. 教师教育研究, 29(3), 39-45.
何辉,黄月. (2015). 组织社会化策略与新员工工作适应研究.管理学报, 12(10), 1457.
胡芳芳,桑青松. (2013). 幼儿教师职业认同、社会支持与工作满意度的关系.心理与行为研究, 11(5), 666-670.
贾绪计,王成杰,孙军勋,林崇德. (2015). 中学教师集体自尊与离职意向:工作满意度的中介作用.中国特殊教育, 22(9), 58-63.
教育部.(2012a).关于加强幼儿园教师队伍建设的意见.2019-01-02取自 http://www.moe.gov.cn/srcsite/A10/s3735/201211/t20121108_145541.html
教育部. (2012b). 幼儿园园长、专任教师学历、专业技术职务情况.2019-01-02取自 http://www.moe.gov.cn/s78/A03/moe_560/s6200/201201/t20120117_129536.html
教育部. (2018a). 幼儿园园长、专任教师学历、专业技术职务情况. 2019-01-02取自http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344711.html
教育部. (2018b). 中共中央国务院关于全面深化新时代教师队伍建设的意见. 2019-01-02取自 http://www.moe.gov.cn/jyb_xwfb/xw_zt/moe_357/jyzt_2018n/2018_zt03/zt1803_ls/201810/t20181018_351997.html
康勇军, 屈正良.(2011). 高职院校教师心理契约与职业倦怠的关系:工作满意度的中介作用.中国临床心理学杂志, 19(2), 234-236.
赖德信. (2015). 幼儿园教师工资差异决定机制分析.学前教育研究, 29(12), 3-12.
路晨. (2015).幼儿园初任教师组织社会化的含义、内容及影响因素.学前教育研究, 29(6), 56-61.
谭亚莉.(2005). 企业新进员工工作适应的发展模式研究(博士学位论文). 华中科技大学,武汉.
文君,郭铁成,双立珍. (2013). 幼儿园教师职业准入标准核心指标探讨.湖南师范大学教育科学学报, 12(6), 115-117.
温忠麟,叶宝娟. (2014). 中介效应分析:方法和模型发展.心理科学进展, 22(5), 731-745.
胥兴春,徐雪. (2018). 民办幼儿园教师专业身份认同问卷编制及现状分析.学前教育研究, 32(7), 38-46.
殷玉新. (2015). 社会经济地位与新教师入职适应的关系研究.国家教育行政学院学报, 22(9), 77-83.
殷玉新. (2015). 新教师入职适应"现实冲击"的评估框架设计与实施思考.教育发展研究, 36(20), 73-79.
左雅靓,窦泽南,张建英,乔志宏. (2016). 青年技能型人才的前瞻性人格、职业认同与工作适应.中国青年研究, 28(5), 60-64.
左志宏,席居哲,张明月. (2013). 初任幼儿园教师入职适应状况及其对职业承诺的影响.学前教育研究, 27(10), 40-63.
[1] LIN Yixuan. The Effects of Proactive Personality on Job Satisfaction: A Moderated Mediation Model [J]. Psychological Development and Education, 2020, 36(1): 103-112.
[2] ZHU Jinjie, YAO Jihai, WU Man. Extrinsic Autonomy of Teaching and Job Satisfaction: Mediating Role of Intrinsic Autonomy of Teaching [J]. Psychological Development and Education, 2018, 34(3): 338-345.
[3] YE Baojuan, ZHENG Qing, DONG Shenghong, LIU Linlin, FANG Xiaoting, CAO Canxi. The Relationship of Competence and Job Satisfaction of Principals in Rural School: The Mediating Role of Leadership Efficiency and Professional Identity [J]. Psychological Development and Education, 2017, 33(3): 306-312.
[4] WU Jieqing, DONG Yongyan, XIONG Junmei, CAO Yu. The Mediating Role of Achievement Motivation between College Students' Proactive Personality and Career Adaptability and Its Gender Differences [J]. Psychological Development and Education, 2016, 32(5): 547-556.
[5] LUO Jie, ZHOU Yuan, CHEN Wei, PAN Yun, ZHAO Shou-ying. Teachers’ Professional Identity and Affective Commitment：Mediating Role of Job Satisfaction [J]. Psychological Development and Education, 2014, 30(3): 322-328.
[6] YANG Ling, LI Ming-jun. The Relationship among Emotion Work Strategies, Characters and Job Satisfaction in Primary and Middle School Teachers [J]. Psychological Development and Education, 2009, 25(3): 89-94,100.
[7] MENG Hui, LIANG Qiao-fei, LI Young-xin, XIONG Mei. Teacher’s Job Satisfaction and Performance:The Mediating Role of Job Burnout [J]. Psychological Development and Education, 2009, 25(1): 103-107.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd