Organizational and Psychological Predictors of Turnover Intention among Elementary School Teachers: The Mediating Roles of Professional Self-Efficacy, Job Satisfaction, and Burnout

Document Type : Original Article

Authors

1 Department of Energy, Materials and Energy Research Center, karaj, Iran.

2 Department of Educational Sciences, Payame Noor University, Tehran, Iran

10.22111/ijop.2026.55729.1097

Abstract

Teacher turnover intention is a major organizational concern because it can weaken school stability, instructional continuity, and educational quality. The present study aimed to examine a structural model of organizational and psychological predictors of turnover intention among elementary school teachers. This study was applied in purpose and descriptive-correlational in design. The statistical population consisted of all elementary school teachers in Falard County, Chaharmahal and Bakhtiari Province, Iran, during the 2025–2026 academic year. Sampling, 228 teachers were selected at random sampling method as the study sample. Data were collected using standardized questionnaires measuring organizational commitment, organizational identification, perceived organizational support, job motivation, ethical organizational climate, professional self-efficacy, job satisfaction, burnout, and turnover intention. Data were analyzed using SPSS and LISREL through descriptive statistics, Pearson correlation, and path analysis. The results showed that professional self-efficacy and job satisfaction had significant negative direct effects on turnover intention, while burnout had a significant positive direct effect. Organizational commitment, organizational identification, perceived organizational support, job motivation, and ethical organizational climate also had significant indirect effects on turnover intention. The model explained 32% of the variance in turnover intention and showed acceptable fit indices. Overall, the findings indicate that teachers’ turnover intention is shaped by both organizational resources and psychological mechanisms. Strengthening organizational support, professional self-efficacy, job satisfaction, and ethical climate, along with reducing burnout, may help decrease teachers’ intention to leave.

Keywords

References

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Iranian Journal of Organizational psychology
Volume 3, Issue 3
September 2026
Pages 54-66

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