Teachers' Performance and Turnover Intentions: The Roles of Work Overload, Autonomy, and Professional Self‐Efficacy Based on the <scp>JD</scp> ‐R Theory

ABSTRACT This study stemmed from the problems around quality education and focused on underlying factors of teachers' performance and intentions to leave the organisation and profession. Within the Job Demands‐Resources framework, structural associations among teachers' work overload, autonomy, professional self‐efficacy, performance and intentions to leave the organisation and profession were investigated. Using the data obtained from 443 Turkish teachers, structural equation modelling revealed significant associations after controlling for the effects of background variables. Work overload was positively associated with teachers' intentions to leave the organisation and profession. Teacher autonomy was negatively related to intentions to leave the organisation and profession. Teacher professional self‐efficacy as a personal resource was positively associated with performance while negatively related to intentions to leave the organisation and profession. Moreover, professional self‐efficacy moderated the association between teacher autonomy and intentions to leave the organisation and profession. These results have implications for ensuring quality education and understanding the role of personal resources in the JD‐R Theory.