A study on the Influence in Childcare Teachers' Emotional Labor and Job Stress on Turnover and Job Changes Intention

Abstract: Background: This study aimed to investigate how emotional labor and job stress affect nursery school teachers' turnover and turnover intention. A total of 271 nursery school teachers working in City D were surveyed from December 4 to December 15, 2024 using a structured questionnaire. The collected data were analyzed using SPSS 26.0 to determine the correlation and influence of emotional labor and job stress on turnover and turnover intention. Materials and Methods: The study utilized a structured questionnaire to assess the relationship between emotional labor and job stress on turnover and turnover intention among nursery school teachers. Emotional labor was analyzed using sub-variables such as surface behavior and internal behavior. The statistical analysis was performed using SPSS 26.0 for data interpretation. Results: First, among the sub-variables of emotional labor of nursery school teachers, surface behavior was significantly and positively related to turnover intention, and the higher the teachers' job stress, the higher the turnover and turnover intention. Second, among the sub-variables of emotional labor of nursery school teachers, internal behavior was highly influential on turnover intention, and the job stress of nursery school teachers had a significant effect on turnover and turnover intention. Conclusion: These results suggest that effective management and support of child care teachers' emotional labor and job stress are needed to prevent child care teachers' turnover and turnover intention.