Preschool teachers’ workload and turnover intention: A moderated chain mediation model

The retention rate of teachers in preschools significantly influences the potential for high-quality development in early childhood education. In this study 835 preschool teachers completed a survey to examine how workload impacted the likelihood that they would remain in their role at the preschool, as well as to determine the conditions under which this occurs. The results revealed a significant positive relationship between workload and turnover intention, with effort–reward imbalance and professional well-being each playing a partial intermediary role in this relationship. Further, workload indirectly impacted turnover intention via the chain mediating role of effort–reward imbalance and professional well-being, and being employed in compliance with state-sanctioned size of staff and number of leadership roles (authorized strength) moderated the role of workload in predicting level of professional well-being. We recommend lessening the burden of preschool educators, ensuring they are well resourced, and increasing flexibility in their role.