SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model

ABSTRACT

Research Findings: This study examined the relationship between Chinese early childhood teachers' socioeconomic status and turnover intention during the COVID-19 pandemic, with relative deprivation and perceived support as the mediator/moderator. Altogether 1070 early childhood teachers were recruited and surveyed online. The statistical results indicated that (1) Socioeconomic status was negatively associated with early childhood teachers' turnover intention;(2) relative deprivation partially mediated the relationship between socioeconomic status and early turnover intention;and (3) perceived kindergarten support moderated the relationship between socioeconomic status and relative deprivation and turnover intention. Practice or Policy Boosting socioeconomic status might not be workable, but reducing relative deprivation and offering social support could be implemented to prevent turnover intention in Chinese early childhood teachers during the COVID-19 pandemic.