A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-20 DOI:10.1016/j.tate.2025.105130

Yixuan Liu , Yingying Hu , Tao Lin , Haoqi Chen , Yiming Yang , Wenjing Wang

引用次数: 0

Abstract

This study employed network analysis to examine the interrelations between teachers' turnover intention and prominent antecedents. In addition, we compared the networks of early-, mid-, and late-career teachers. The sample consisted of 8998 Chinese primary school teachers. Network analysis revealed direct associations among depersonalization, emotional exhaustion, dedication, and turnover intention. While relatedness with students and occupational self-efficacy were not directly related to turnover intention, they functioned as bridge nodes within the network. The findings differed across the three career stages. These results suggest that differentiated intervention strategies may help reduce teachers’ turnover intention at various career stages.

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教师离职倾向前因的网络研究：连结工作与个人资源、工作投入与倦怠

本研究采用网络分析法，探讨教师离职倾向与显著前因之间的关系。此外，我们比较了早期、中期和晚期职业教师的网络。样本包括8998名中国小学教师。网络分析结果显示，人格解体、情绪耗竭、奉献与离职倾向之间存在直接关联。与学生的关系和职业自我效能感与离职倾向没有直接关系，但它们在网络中起着桥梁节点的作用。调查结果在三个职业阶段有所不同。研究结果表明，教师职业生涯不同阶段的离职倾向可以通过差别化的干预策略得到降低。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.