The effect of professional identity on Chinese teachers' turnover intentions: The mediating role of work alienation and the moderating role of job autonomy

The mechanisms and boundary conditions through which professional identity influences teachers' turnover intentions remain unclear. To address this gap, this study employed a cross-sectional research design to investigate the relationship between professional identity and Chinese teachers' turnover intentions based on conservation of resources theory, revealing the mediating role of work alienation and the moderating role of job autonomy within the mediation model. The study sample comprised 500 Chinese teachers. The results showed that professional identity was significantly and negatively associated with both teachers' turnover intentions and work alienation, while work alienation was significantly and positively related to teachers' turnover intentions. Moreover, work alienation mediated the relationship between professional identity and teachers' turnover intentions. Job autonomy not only moderated the relationship between professional identity and teachers' work alienation but also moderated the mediating role of work alienation in the relationship between professional identity and teachers' turnover intentions. This study provides new perspectives and strategies for effectively alleviating teachers' turnover intentions, with significant theoretical and practical implications.