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The Influence of Occupational Stigma on Kindergarten Teachers' Turnover Intention: A Family Perspective

Author(s)

Hui Sun1,*, Tian Zhang2

Affiliation(s)

1School of Preschool Education, Jiangsu Second Normal University, Nanjing, Jiangsu, China 2Department of Sociology, Nanjing University of Science & Technology, Nanjing, Jiangsu, China *Corresponding Author.

Abstract

Based on the identity boundary theory and from the perspective of family, this study explores the impact of occupational stigma on kindergarten teachers' turnover intention. The study investigated 495 kindergarten teachers from eight provinces and cities through occupational stigma perception questionnaire, turnover intention questionnaire, stigma questionnaire involving family members and family involvement questionnaire. The results show that the perception of occupational stigma can not only directly predict the turnover intention of kindergarten teachers, but also mediate the influence of family stigma. In addition, the three paths of the mediation are all moderated by family involvement variables: when the family involvement is high, occupational stigma can significantly and positively predict kindergarten teachers' involvement in family stigma and turnover intention, and involvement in family stigma can also positively predict turnover intention. On the contrary, when the degree of family involvement is low, occupational stigma has no significant predictive effect on kindergarten teachers’ family stigma and turnover intention, and family stigma has no significant predictive effect on turnover intention. In order to avoid the impact of professional stigma on kindergarten teachers' turnover tendency, it is necessary to eliminate stigma from the three levels of society, kindergarten teachers and kindergarten teachers' families, and resolve the kindergarten teachers' turnover crisis.

Keywords

Kindergarten Teachers; Occupational Stigma; Turnover Intention; Family Perspective

References

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