The Impact of Private University Teachers' Professional Identity on Turnover Intention: The Mediating Role of Job Satisfaction
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Abstract
Work is crucial in our lives, and individuals' professional identities are vital. Job satisfaction and professional identity impact employee well-being and retention. Professors' professional identity and job satisfaction influence education quality. Teacher turnover is a common issue, particularly in competitive sectors. Private universities must address turnover to ensure teaching and management run smoothly.
This study aimed to provide empirical evidence and support for reducing teacher turnover among private university teachers in Guizhou by exploring the mediating effect of job satisfaction on the relationship between professional identity and turnover intention. Method: A survey was conducted on 515 private university teachers in Guizhou Province using the Professional Identity Scale, Job Satisfaction Scale, and Turnover Intention Scale. Results: This article discusses the relationship between teacher professional identity, job satisfaction, and turnover intention among teachers in private universities in China. It was found that teacher professional identity has a negative effect on turnover intention and a positive effect on job satisfaction. Improving teacher professional identity can promote job satisfaction, which in turn has a negative effect on turnover intentions. These findings are consistent with previous research on the subject. The study suggests that education managers and policymakers should pay attention to improving teacher professional identity, providing better working environments and conditions, and promoting their professional development and growth to reduce turnover. Understanding the impact of professional identity and job satisfaction on turnover intention can help schools develop better human resource strategies and welfare plans to attract and retain excellent teachers.
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