SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model

Autor/inn/en	Yang, Banglin; Tian, Fang; Huang, Jin
Titel	SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model
Quelle	In: Early Education and Development, 34 (2023) 2, S.408-425 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Banglin) ORCID (Tian, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2033589
Schlagwörter	Early Childhood Teachers; Kindergarten; Socioeconomic Status; Faculty Mobility; Intention; Teacher Attitudes; COVID-19; Pandemics; Social Support Groups; Foreign Countries; Work Attitudes; Teacher Salaries; Promotion (Occupational); China + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Social support; Soziale Unterstützung; Ausland; Work attitude; Arbeitshaltung; Lehrerbesoldung; Lehrervergütung; Aufstiegsberuf; Berufsförderung
Abstract	Research Findings: This study examined the relationship between Chinese early childhood teachers' socioeconomic status and turnover intention during the COVID-19 pandemic, with relative deprivation and perceived support as the mediator/moderator. Altogether 1070 early childhood teachers were recruited and surveyed online. The statistical results indicated that (1) Socioeconomic status was negatively associated with early childhood teachers' turnover intention; (2) relative deprivation partially mediated the relationship between socioeconomic status and early turnover intention; and (3) perceived kindergarten support moderated the relationship between socioeconomic status and relative deprivation and turnover intention. Practice or Policy: Boosting socioeconomic status might not be workable, but reducing relative deprivation and offering social support could be implemented to prevent turnover intention in Chinese early childhood teachers during the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01