How Psychological Empowerment Affects Early Childhood Teachers' Turnover Intention: The Mediating Role of Organizational Support and the Moderating Role of Organizational Justice

How Psychological Empowerment Affects Early Childhood Teachers' Turnover Intention: The Mediating Role of Organizational Support and the Moderating Role of Organizational Justice | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article How Psychological Empowerment Affects Early Childhood Teachers' Turnover Intention: The Mediating Role of Organizational Support and the Moderating Role of Organizational Justice Yao Zhang, Dongchen Zhao This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8184620/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Teacher turnover is a persistent challenge in early childhood education, and understanding its psychological and organizational determinants is crucial for improving teacher retention. This study aimed to examine how psychological empowerment (PE) influences turnover intention among early childhood teachers, focusing on the mediating role of perceived organizational support (POS) and the moderating effect of perceived organizational justice (POJ). Methods: A total of 517 early childhood teachers in Harbin, China, participated in a questionnaire survey. Data analysis was conducted using SPSS (IBM Corporation, Armonk, NY, USA). Independent-sample t -tests and one-way analysis of variance (ANOVA) were performed to examine differences in turnover intention based on demographic variables, and effect sizes were calculated to assess their explanatory power. Correlation and regression analyses were used to explore associations and predictive effects among PE, POS, POJ, and turnover intention. Mediation and moderation effects were further examined to test the hypothesized relationships. Results: PE significantly predicted POS but did not directly predict turnover intention. POS was negatively associated with turnover intention, demonstrating a full mediating effect. Moreover, the interaction between POS and POJ significantly predicted turnover intention, indicating that POJ moderated the relationship between POS and turnover intention. Conclusions: Psychological empowerment indirectly influences turnover intention through perceived organizational support, and this pathway is conditioned by perceived organizational justice. The findings expand existing theoretical models by revealing a bidirectional relationship between PE and POS and offer empirical insights into the psychological mechanisms underlying teacher retention in the Chinese early childhood education context. psychological empowerment perceived organizational justice perceived organizational support turnover intention early childhood teachers Figures Figure 1 Figure 2 1 Introduction High-quality early childhood education depends on the existence of a stable and professional workforce, but teacher retention has long been a challenge [ 1 , 2 ]. High turnover rates can undermine teaching quality, negatively affect children's learning experiences, and even impact children's mental well-being [ 3 ]. Across many countries, turnover rates among early childhood teachers remain high [ 4 , 5 , 6 ], prompting extensive research into the causes and conditions that contribute to teacher attrition. Previous studies on employee turnover can be categorized primarily into those exploring internal and external factors, respectively. Internal factors focus on individual and psychological reasons for turnover intention, such as job satisfaction [ 7 ] and job involvement [ 8 ], while external factors include salary, workload [ 9 ], organizational culture [ 10 ], leadership [ 4 ], and others. It is evident that many factors related to organizational management serve as precursors to turnover intention. These management practices can have various psychological effects on employees, which in turn influence their turnover intention. Previous studies have identified psychological empowerment (PE) [ 11 ], perceived organizational justice (POJ) [ 12 ], and perceived organizational support (POS) [ 13 ] as significant psychological effects related to turnover intention, with significant correlations found between each pair [ 14 , 15 , 16 ]. However, few studies to date have focused specifically on the psychological perceptions resulting from these management behaviors, and no research has simultaneously examined the relationships among all four factors. Furthermore, it remains to be seen whether these findings are applicable to teachers in the education sector, as they are in other fields. Therefore, the interactions among these psychological effects still warrant further exploration. This study aims to explore the relationships among PE, POS, POJ, and turnover intention in early childhood teachers. It also specifically examines the mediating role of POS and the moderating role of POJ. The findings aim to provide both theoretical and empirical insights for the development and management of early childhood teachers, thereby improving teachers' professional attitudes and enhancing the quality of early childhood education. 2 Literature Review Turnover Intention Turnover intention is defined as the conscious and voluntary intention to leave an organization [ 17 ] and has been shown to be the strongest predictor of actual turnover [ 9 ]. Mobley’s turnover decision process model identifies turnover intention as a key step in the turnover decision-making process [ 18 ]. Previous research to date has suggested that the most significant individual factor triggering turnover intention is job satisfaction [ 7 ]. In addition, other individual psychological factors, such as organizational commitment [ 19 ], job stress [ 20 ] [ 21 ], burnout [ 10 ], career adaptability [ 22 ], and job involvement [ 8 ], are also known to influence turnover intention. Meanwhile, external factors affecting turnover intention include leadership [ 4 ], organizational support [ 23 ], organizational climate [ 24 ], organizational justice [ 25 ], organizational culture [ 10 ], job embeddedness [ 26 ], and workload [ 27 ]. Previous research on teachers has mainly focused on the relationship between negative emotions, such as job stress [ 21 ], burnout [ 28 ], and turnover intention. Other studies have examined the impact of factors like job satisfaction [ 12 ]; professional development [ 29 ]; and external influences such as school environment, class dynamics, and leadership [ 30 ] on turnover intention. However, research specifically focusing on early childhood teachers remains limited. The unique nature of the teaching profession and the developmental characteristics of young children mean that turnover among early childhood teachers has consequences beyond the general negative impact of employee turnover on organizations; in particular, it can affect the psychological development of infants and toddlers [ 3 ] and the overall quality of early childhood education [ 31 ]. In China, early childhood education is part of the non-compulsory education sector, and the management system for early childhood teachers differs from that of teachers in primary and secondary schools. As a result, turnover and its antecedents among early childhood teachers may differ from those of teachers in other educational stages. Focusing on the factors influencing turnover among early childhood teachers in the non-compulsory education sector is crucial for promoting their professional development, improving their well-being, and fostering the healthy development of both early childhood education institutions and young children. Psychological Empowerment Empowerment includes both structural empowerment and PE. Structural empowerment refers to the actions taken by supervisors to grant authority to subordinates—essentially, the act of delegating power. PE, on the other hand, referring to the “subjective psychological state,” is about how employees feel or perceive the empowerment they receive from their leaders [ 32 ]. Conger and Kanungo introduced the earliest theoretical model of PE, which revealed the underlying processes that contribute to the empowerment experience [ 33 ]. Building on their work, Thomas and Velthouse were the first to formally define the concept of PE and develop a more comprehensive cognitive model of empowerment, including dimensions like meaningfulness, self-efficacy, autonomy, and impact [ 34 ]. Previous research has shown that PE affects work attitudes, behaviors, and outcomes. Employee satisfaction [ 35 ], organizational commitment [ 36 ], and turnover intention [ 37 ] have all been confirmed as key outcomes of PE. Additionally, PE has been negatively correlated with work stress [ 38 ] and burnout [ 39 ]. Studies on behavior have found that PE significantly influences employees' work behavior [ 40 ]. In terms of work outcomes, PE can improve job performance [ 41 ]. Specifically, research on teachers has shown that PE also positively predicts factors such as service quality [ 42 ], employee voice behavior [ 43 ], job performance [ 44 ], improved relationships between teachers and parents [ 45 ], and the development of positive emotions and academic optimism [ 46 ]. Overall, while significant research has focused on the outcomes of PE, many studies have treated PE as a mediator when exploring its relationship with work behavior or outcomes. Currently, the mechanisms through which it mediates the relationship with outcome variables still require further exploration. Perceived Organizational Support In 1986, American psychologist Robert Eisenberger and colleagues pointed out that academic research had focused too much on “employee commitment to the organization” while neglecting the “organization’s commitment to employees.” Based on Social Exchange Theory, the principle of reciprocity, and the anthropomorphism of organizations, they introduced the concept of Organizational Support Theory (OST) and the concept of POS. They defined POS as the degree to which employees perceive the organization values their contributions and well-being [ 47 ]. Previous research on POS has focused on its antecedents, outcomes, and mediating mechanisms. Studies have primarily examined environmental factors like leadership [ 48 ], management practices [ 49 ], and working conditions [ 50 ] as antecedents of POS. Research at the individual level has found that personal characteristics and demographic traits [ 51 ], along with personality differences [ 52 ], influence employees’ perception of organizational support. The outcome variables of POS can be categorized into psychological, behavioral, and result-oriented factors. Psychological outcomes include organizational commitment [ 53 ], job satisfaction [ 54 ], job involvement [ 55 ], turnover intention [ 56 ], job stress [ 57 ], teacher well-being [ 58 ], and burnout [ 59 ]. Behavioral and result-oriented outcomes include organizational citizenship behavior [ 60 ], job performance [ 61 ], resistance to change [ 62 ], and career success [ 63 ], among others. In addition, previous studies have also examined the mediating role of organizational support in the field of education. Research has shown that POS mediates the relationships between job stress and burnout among early childhood teachers [ 64 ], between transformational leadership and teachers’ knowledge-sharing behavior [ 65 ], between job involvement and teachers’ workplace well-being [ 66 ], and between teachers’ trait mindfulness and turnover intention [ 67 ], respectively. Perceived Organizational Justice The concept of organizational justice was introduced by Greenberg [ 68 ]. It originally stemmed from the Equity Theory proposed by John Stacey Adams [ 69 ], which posits that employees consistently seek fairness between their inputs and outputs. POJ refers to employees' judgments about the fairness of outcome distributions, the processes used to determine these outcomes, and interpersonal relationships in the workplace [ 48 ]. Greenberg [ 68 ] identified distributive justice and procedural justice as the two key dimensions of organizational justice [ 70 ]. Separately, Bies and Moag (1986, as cited in Adamovic) introduced the concept of interpersonal justice, also referred to as interactional justice [ 71 ]. Subsequently, Greenberg (1993) further divided interactional justice into two dimensions: interpersonal justice and informational justice [ 72 ]. Previous studies have commonly identified several outcome factors of organizational justice, including job performance [ 73 ], trust [ 74 ], organizational commitment [ 75 ], burnout, and turnover intention [ 76 ]. Additionally, organizational citizenship behavior [ 77 ], job satisfaction [ 78 ], innovative behavior [ 79 ], and job involvement [ 80 ] have also been considered as outcome factors of organizational justice. Previous studies on teachers have shown that organizational justice affects various factors, such as job performance [ 81 ], service quality [ 82 ], organizational citizenship behavior [ 83 ], job adaptation [ 84 ], organizational commitment [ 85 ], and turnover intention [ 86 ]. Among these, research on turnover intention suggests that a supportive and fair work environment—characterized by recognition, fair policies, and positive interpersonal relationships—helps to strengthen employees' sense of belonging and reduce their turnover intention. Current Study 2.1.1 The Relationship between Psychological Empowerment and Turnover Intention According to the cognitive model of empowerment, individuals with higher levels of PE tend to experience a greater sense of meaning in their work [ 35 ], which helps reduce turnover intention. Although previous studies have confirmed that PE negatively predicts turnover intention [ 87 ], PE, as a dynamic factor, may vary over time and under cultural influences [ 88 ]. Research has shown that, compared to other countries, paternalistic leadership is a distinct leadership style in China [ 89 ], characterized by comprehensive care for team members, leading by example, centralized authority, and a tendency toward autocratic decision-making with limited delegation [ 90 ]. However, the extent to which people in different industries accept this management style remains to be explored. Given this context, in a Confucian cultural environment, the relationship between PE and turnover intention among early childhood teachers warrants further investigation. Therefore, this study aims to explore the mediating mechanism between early childhood teachers' PE and their turnover intention. H1 PE correlates with turnover intention. 2.1.2 The Relationship between PE, POS, and Turnover Intention Although some studies have identified a significant correlation between PE and turnover intention [ 86 ], many have explored PE as a mediating factor to examine how other variables influence turnover intention through it. However, the mechanisms through which PE, as a mediator, affects turnover intention remain underexplored. Several studies have shown that the significance of PE on turnover intention diminishes when other mediating variables are included in the model, suggesting that PE impacts turnover intention indirectly through other factors. This indicates that merely enhancing teachers’ PE may have limited effectiveness in reducing turnover intention, emphasizing the need for further exploration of the mediating factors involved. Although some studies have attempted to explain how PE affects turnover intention from various perspectives [ 91 , 92 ], the roles of certain mediators, such as job engagement, remain controversial [ 93 , 94 ]. Moreover, these discussions have primarily focused on internal individual factors, while research addressing external factors has been scarce. This lack of external factor analysis limits managers' ability to implement effective measures to reduce turnover. An individual’s level of PE is ultimately an experience that develops within the workplace and is significantly influenced by managerial behaviors. This experience can, in turn, affect turnover intention through the insights and emotions gained from such interactions. While previous studies have confirmed the close relationship between organizational support and PE [ 95 ], the underlying mechanisms and processes by which organizational support influences employees’ PE, particularly in the context of early childhood education, remain insufficiently explored in the literature. According to the Job Demands–Resources model [ 96 ], job demands can generate negative emotions, and employees are more likely to develop turnover intention as a result without the presence of adequate work resources like performance feedback, job control, involvement in decision-making, and social support. PE serves as a key internal psychological resource, helping to mitigate the negative emotions associated with work by fostering positive psychological outcomes. When accompanied by organizational support, it further reduces burnout and lessens turnover intention. H2 POS mediates the relationship between PE and turnover intention. 2.1.3 The Relationship between POJ, POS, and Turnover Intention Research has shown that both POJ and POS significantly influence turnover intention, with a strong correlation between the two [ 97 ]. According to the social exchange model of POS [ 98 ], employees value whether their contributions to the organization are acknowledged and reciprocated. Similarly, Equity Theory [ 69 ] posits that social exchange forms the foundation of the relationship between employees and employers. Although both POJ and POS serve as protective factors against turnover intention, analyses of these factors alone have been insufficient to determine whether employees develop turnover intention. Some studies have linked POJ and POS to explore their combined impact on employee turnover. However, research on the relationships among these three variables remains limited. Most existing studies focus on whether POJ and POS jointly influence turnover intention [ 99 , 100 ], with insufficient attention paid to how these two factors interact. Furthermore, research examining these dynamics in the teaching profession, particularly among early childhood teachers, remains limited. Drawing on prior research and considering the developmental stage of Chinese early childhood institutions, it can be inferred that, in resource-limited settings where organizational support may not fully meet teachers' needs, early childhood teachers may pay closer attention to whether their colleagues receive fair organizational support. This perception is likely to influence their overall attitude toward work. H3 POJ moderates the relationship between POS and turnover intention. In summary, while empirical studies exploring the relationships among PE, POS, POJ, and turnover intention remain limited, existing research and theories support the paired relationships between these variables. Building on this foundation, the present study proposes the theoretical model shown in Fig. 1 . 3 Methods Participants and Procedure This study recruited 517 teachers from Harbin, the capital of Heilongjiang Province in China. Located in the economically and educationally underdeveloped northeastern region, Harbin serves as a representative city in terms of sociocultural context, economic development, educational management, and talent mobility. In China, different types of early childhood institutions (public vs. private) may adopt distinct management styles. To account for this variation, 16 early childhood institutions of various types were selected within the city, and teachers from different age groups of classes were recruited as participants. An online survey link was distributed through early childhood institution management departments, inviting teachers to participate. This method enabled efficient data collection from geographically dispersed participants. To ensure confidentiality and anonymity, participants completed the questionnaire independently within a specified timeframe. A total of 476 valid responses were collected, and the demographic characteristics of the sample are presented in Table 1 . Table 1 Demographic characteristics of participants. Category Frequency (Percentage) Gender Male 2 (0.4%) Female 495 (99.6%) Age ≤ 25 years 166 (33.4%) 26–35 years 203 (40.8%) > 36 years 128 (25.9%) Teaching Experience ≤ 5 years 220 (44.3%) 6–10 years 125 (25.2%) > 11 years 152 (30.5%) Education Level Associate’s degree or below 248 (49.8%) Bachelor’s degree 240 (48.3%) Master’s degree or above 9 (1.9%) Type of Employment Public kindergarten (tenured) 152 (30.5%) Public kindergarten (non-tenured) 123 (24.8%) Private kindergarten 222 (44.7%) All study work involving humans was approved by the College of Education Science, Harbin Normal University, Harbin, China and conducted in accordance with local legislation and institutional requirements. Research Instruments 3.1.1 Psychological Empowerment Scale This study employed the Psychological Empowerment Questionnaire developed by Spreitzer [ 35 ], which was translated and validated for use in China by Li and colleagues [ 101 ]. The scale uses a five-point Likert format, with scores ranging from 1 (strongly disagree) to 5 (strongly agree) and higher scores indicating greater PE among teachers. The questionnaire includes four dimensions: work meaning, self-efficacy, autonomy, and work impact. Exploratory factor analysis revealed a clear four-factor structure, with a cumulative variance explanation rate of 73.78%. Each item exhibited significant factor loadings on its respective dimension, demonstrating strong construct validity in the Chinese context [ 101 ]. In this study, the overall internal consistency coefficient for the scale was 0.930. The reliability coefficients for the four dimensions—work meaning, self-efficacy, autonomy, and work impact—were 0.924, 0.907, 0.933, and 0.951, respectively, indicating that the questionnaire is highly reliable. 3.1.2 Perceived Organizational Justice Scale This study used the Organizational Justice Scale originally developed by Niehoff and Moorman [ 102 ] and adapted by Wang to ensure reliability and validity in the Chinese context [ 103 ]. To address potential cultural differences, Wang tested the original scale and removed two items: Item 10 (“Employees are allowed to challenge or appeal decisions made by the organization”) and Item 19 (“The leader clearly explains any decisions related to my work”). The revised scale consists of 17 items, rated on a five-point Likert scale with scores ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores reflecting greater perceptions of organizational justice. Exploratory factor analysis identified three dimensions—interactional justice, procedural justice, and distributive justice—explaining 24.319%, 18.507%, and 17.503% of the variance, respectively, with a cumulative variance explanation rate of 60.329% [ 103 ]. In this study, the scale demonstrated excellent reliability, with an overall internal consistency coefficient of 0.972. The reliability coefficients were 0.967 for interactional justice, 0.920 for procedural justice, and 0.913 for distributive justice, respectively. 3.1.3 Perceived Organizational Support Scale This study used the Perceived Organizational Support Scale developed by Eisenberger et al. [ 47 ], which measures the extent to which employees perceive that their organization values their contributions, rewards hard work, and cares about their well-being. The scale consists of 17 items, scored on a seven-point Likert scale with scores ranging from 1 (strongly disagree) to 7 (strongly agree), with higher scores indicating greater POS. Exploratory factor analysis revealed a Kaiser–Meyer–Olkin (KMO) value of 0.926 and a Bartlett's test of sphericity chi-squared value of 6562.983, confirming the suitability of the data for factor analysis. The scale is divided into two dimensions, with all items loading onto their respective factors, and factor loadings ranged between 0.7 and 0.9. The cumulative variance explanation rate was 68.52%, indicating strong structural validity. Reliability analysis demonstrated that the scale has excellent internal consistency, with an overall Cronbach’s alpha value of 0.918. The two dimensions, respect for contributions and care for well-being, had internal consistency coefficients of 0.833 and 0.860, respectively, confirming the high reliability of the questionnaire. 3.1.4 Turnover Intention Scale The Turnover Intention Scale used in this research was revised by Liang [ 104 ] from the original scale developed by Camman et al. (1979). To ensure consistency in item phrasing across scales used in his study, Liang revised the original scale by converting reverse-coded statements into positive ones. To maintain consistency in item phrasing and minimize potential confusion for respondents, this study adopted Liang’s revised version of the scale for its investigation. The scale includes three items and employs a five-point Likert scale, with scores ranging from 1 (strongly disagree) to 5 (strongly agree) points and higher scores reflecting greater turnover intention among teachers. Exploratory factor analysis indicated a KMO value of 0.751 and a chi-squared value of 1387.02 from Bartlett's test of sphericity, confirming that the data met the criteria for factor analysis. The scale was identified as unidimensional, with a cumulative variance explanation rate of 90.05%, reflecting strong construct validity. Each item demonstrated significant factor loadings. Reliability analysis indicated strong internal consistency, with a Cronbach’s alpha value of 0.945, confirming the scale’s high reliability. Data Processing Data analysis was conducted using SPSS software (IBM Corporation, Armonk, NY, USA). Independent-sample t tests and one-way analysis of variance (ANOVA) were performed to examine differences in turnover intention among early childhood teachers based on demographic variables. Effect sizes were calculated to evaluate the explanatory power of demographic variables on turnover intention. Correlation analysis was used to investigate the relationships between turnover intention, PE, POS, and POJ. Regression analysis was applied to assess the predictive effects of PE, POS, and POJ on turnover intention. Additionally, the mediating role of POS in the relationship between PE and turnover intention, as well as the moderating role of POJ in the relationship between POS and turnover intention, were examined. 4 Results Preliminary Analysis The study examined turnover intention among early childhood teachers, focusing on age, teaching experience, type of institution, and tenure status. As shown in Table 2 , the results indicate significant differences in turnover intention across these factors. Notably, teachers in public kindergartens exhibited significantly lower turnover intention compared to those in private kindergartens. Differences in turnover intention based on tenure status were also significant (F = 10.577, p < 0.001), with an effect size of 0.043. Post hoc analysis showed no significant difference in turnover intention between tenured and non-tenured public kindergarten teachers (mean difference = − 0.624, p = 0.322). However, significant differences were observed between tenured public kindergarten teachers and private kindergarten teachers (mean difference = − 1.690, p < 0.001) and between non-tenured public kindergarten teachers and private kindergarten teachers (mean difference = − 1.066, p = 0.022). Table 2 One-way ANOVA of turnover intention among teachers in 0–6-year-old educational institutions based on demographic variables. Variable Category M ± SD F η ² Age ≥ 25 years 8.66 ± 3.56 7.765 ** 0.047 26–35 years 7.49 ± 3.67 36–45 years 6.58 ± 2.82 > 45 years 7.16 ± 4.08 Teaching Experience 20 years 7.00 ± 3.51 Type of Institution Public kindergarten 6.98 ± 3.34 6.266 ** 0.051 Private kindergarten (excluding inclusive kindergartens) 8.19 ± 3.69 Tenure Status Tenured public kindergarten teachers −0.26 ± 0.88 10.577 ** 0.043 Non-tenured public kindergarten teachers −0.08 ± 1.00 Private kindergarten teachers 0.22 ± 1.03 Note : ** indicates p < 0.001. The correlation analysis among PE, POJ, POS, and turnover intention, as shown in Table 3 , revealed that turnover intention was negatively correlated with PE, POJ, and POS. Furthermore, PE was positively correlated with both POJ and POS. Table 3 Means, standard deviations, and correlation matrix of variables. Variable M SD PE POJ POS Turnover intention PE 45.901 7.855 1 POJ 64.616 13.500 0.678 ** 1 POS 80.258 18.322 0.507 ** 0.724 ** 1 Turnover intention 7.676 3.571 −0.245 ** −0.413 ** −0.556 ** 1 Note : ** indicates p < 0.001. Testing the Mediating and Moderating Effects Correlation analysis among POS, POJ, PE, and turnover intention showed significant pairwise correlations, satisfying the prerequisites for testing mediation effects. To reduce the impact of multicollinearity, PE, POS, POJ, and turnover intention were standardized prior to analysis. Subsequently, Process Model 14 was used to construct a testing model with PE as the independent variable, turnover intention as the dependent variable, POS as the mediating variable, and POJ as the moderating variable, respectively. 4.1.1 The Mediating Role of POS between PE and Turnover Intention Mediation analysis revealed that POS significantly predicted turnover intention (β = −0.538, t = − 9.755, p < 0.001) and was significantly influenced by PE (β = 0.507, t = 12.820, p < 0.001). However, the direct effect of PE on turnover intention was not significant (β = 0.097, t = 1.866, p = 0.063). These findings indicate that POS fully mediates the relationship between PE and turnover intention. 4.1.2 The Moderating Role of POJ in the Relationship between POS and Turnover Intention The moderation analysis indicated that the interaction between POJ and POS significantly predicted turnover intention (β = −0.067, t = − 2.216, p = 0.027), confirming that POJ moderates the relationship between POS and turnover intention. To further explore this interaction, as shown in Fig. 2 , participants were divided into high and low POJ groups based on one standard deviation above and below the mean, respectively. The results revealed that participants in the low POJ group had greater turnover intention than those in the high POJ group, regardless of whether POS was high or low. Moreover, for participants in the high POJ group, turnover intention declined significantly as POS increased (β = −0.605, t = − 9.788, p < 0.001). In contrast, for those in the low POJ group, the decrease in turnover intention with increasing POS was less pronounced (β = −0.471, t = − 7.348, p < 0.001). Based on the analysis results, the model demonstrates a significant moderated mediation effect. Specifically, while PE does not directly influence turnover intention, it affects turnover intention indirectly through the mediating role of POS. Moreover, the direct effect of POS on turnover intention is moderated by POJ. 5 Discussion The Relationships between Teachers' Age, Teaching Experience, Type of Institution, and Turnover Intention This study investigated factors, such as marital status, age, teaching experience, educational background, tenure status, type of institution, and salary, to examine teachers' intentions to leave. The results indicate there are significant differences in turnover intention based on age, teaching experience, marital status, tenure status, and institutional type. Specifically, teachers without tenure were more likely to express an intention to leave than their tenured counterparts, with this difference being statistically significant. This finding is in line with those of Western studies, such as that by Zhou and Volkwein [ 105 ], who found that teachers with tenure were less likely to have a strong intention to leave. Moreover, the study revealed that, within the context of China’s teacher management system, the type of institution plays a crucial role in shaping these differences. Teachers in public kindergartens, regardless of their tenure status, showed a significantly reduced intention to leave compared to those in private kindergartens. This can largely be attributed to the institutional characteristics and management practices of these schools. Public kindergartens in China are typically government-affiliated, with relatively lenient evaluation systems and weaker connections between performance and compensation. These institutions also offer better social security benefits and greater job stability, creating a work environment in which even non-tenured teachers in public kindergartens are less likely to leave than their peers in private institutions. Furthermore, because most kindergarten teachers are women, and many individuals in economically underdeveloped regions of China still hold the traditional belief that “job stability is particularly important for women,” even non-tenured teachers—who may have limited opportunities for promotion and salary increases—often prefer to remain in public institutions due to their perceived stability and status. The Mediating Role of POS in the Relationship between PE and Turnover Intention The findings of this study indicate that POS fully mediates the relationship between PE and turnover intention. Specifically, early childhood teachers' PE influences their turnover intention entirely through their perception of organizational support, particularly regarding whether they feel adequately rewarded for their contributions. PE is a motivational construct that encompasses an individual's sense of meaningfulness in their work, perceived self-efficacy, and the autonomy and influence they experience in their roles. At its core, it is a cognitive evaluation. According to Social Cognitive Theory, an individual’s behavior, cognition, and environment are mutually interactive with and influence each other. PE hinges on the leader's willingness to share power, with the critical factor being how the empowerment is perceived by the individual. Whether teachers feel empowered is shaped by the human resource management strategies in place at their institutions. When employees perceive their work as meaningful and impactful and feel they have a degree of influence, they are more likely to develop expectations for the rewards the organization offers. If, within this framework, employees sense that the organization accurately assesses their contributions, acknowledges their interests, and provides them with decision-making autonomy, this sense of support fosters a stronger self-identity as an integral part of the organization [ 96 ]. This, in turn, reduces their intention to leave the organization [ 47 ]. Thus, organizational support, in its various forms, can make employees' perceptions of empowerment more tangible, enhancing their experience of being empowered. This, in turn, cultivates a sense of responsibility toward the organization, increases job satisfaction, and decreases turnover intention. Previous studies on teachers have primarily examined the relationship between negative emotions and turnover intention, focusing on factors such as work stress [ 21 ] and burnout [ 28 ]. Research on management has mostly concentrated on external factors. In contrast, this study shifts the focus to teachers’ perceptions of management-related factors, demonstrating that PE influences turnover intention through POS. This insight offers more specific and actionable targets for intervention in kindergarten management. The Moderating Role of POJ in the Relationship between Organizational Support and Turnover Intention Previous studies have confirmed that both POS and POJ predict turnover intention [ 86 ]. The results of this study support this finding and further reveal that POJ moderates the effect of organizational support on turnover intention. The moderating effect is reflected in two main findings. First, in the low POJ group, turnover intention was higher, regardless of whether POS was low or high, compared to in the high POJ group. Second, as POS increased, turnover intention decreased more significantly among early childhood teachers who perceived high POJ, while the reduction in turnover intention was less pronounced among teachers who perceive low POJ. Social Exchange Theory, which forms the theoretical basis for POS, posits that the relationship between individuals and organizations is one of social exchange and mutual benefit [ 106 ]. When employees perceive that the value they contribute is not adequately rewarded by the organization, they are more likely to terminate the employment relationship. Furthermore, numerous studies have confirmed that a lack of POJ is strongly associated with increased burnout and turnover intention [ 76 ]. For early childhood teachers, work often involves a high degree of uncertainty, and the outcomes of their educational efforts are typically implicit or delayed. Moreover, their work demands significant emotional investment, yet there are no clear criteria for measuring this emotional labor or its value. As a result, it is difficult to align their expectations for organizational support solely with their work contributions. However, teachers can more easily establish a sense of organizational justice by interacting with and comparing themselves to colleagues with similar roles and experiences, helping them assess the balance between their work input and rewards. As the Chinese proverb goes, "It is not the scarcity of resources, but the inequity that causes concern." In contexts where management practices and benefits vary significantly across different kinds of kindergartens and organizational support is uneven, enhancing early childhood teachers' sense of organizational justice can be an effective strategy for reducing turnover intention. Most existing studies have focused on whether POJ and POS jointly influence turnover intention. However, in studies investigating the relationship between the two, POJ has often been treated as a precursor to organizational support, with studies examining its mediating role [ 15 , 107 ]. Some studies suggest that organizational support serves as a mediator between POJ and turnover intention [ 107 ], while others argue that POJ mediates the relationship between organizational support and turnover intention [ 108 ]. There are also studies that contend organizational support does not moderate the relationship between POJ and turnover intention [ 109 ]. These inconsistencies suggest that the relationship between POJ and organizational support remains a debated issue in the literature. However, the present study finds that POJ moderates the effect of organizational support on turnover intention. In combination with prior research, this finding supports the idea that the relationship between organizational support and POJ is not a simple one-way causal link, but rather a dynamic, bidirectional interaction. 6 Conclusion and Implications This study develops a model demonstrating that PE influences turnover intention through POS and POJ. The findings highlight that PE, organizational support, and POJ are key factors in fostering a stable early childhood teaching institution workforce. To improve early childhood teachers' PE, organizational support, and POJ, kindergartens should focus on both conceptual and institutional improvements to enhance their management systems. From a conceptual perspective, managers should recognize that the relationship between early childhood teachers and managers is one of mutual benefit and shared growth, rather than a mere dynamic of authority and obedience. Therefore, first, managers should emphasize a human-centered approach in their management practices, giving proper attention to the well-being of teachers. Second, autonomy is a crucial dimension of PE. Managers should adopt various strategies that allow teachers a certain degree of autonomy in their work, helping them to recognize the impact of their contributions on children, parents, and the overall development of the organization. This, in turn, will foster a stronger sense of belonging and drive greater engagement and commitment to their work. From an institutional perspective, based on the findings of this study, it is recommended that managers focus on both management and allocation to establish effective management systems and improve evaluation frameworks. First, managers should familiarize themselves with relevant theories and methods related to organizational support, placing particular emphasis on ensuring that the management system reflects support for employees' career development and safeguards their personal interests. Second, a fair and just compensation system should be established. The compensation management system must ensure procedural fairness and distributive fairness—this includes having clear allocation criteria, a well-developed evaluation system, reasonable distribution expectations, and a transparent process for distribution. The outcomes of the distribution should be justifiable and reflect the value of the labor, ensuring that workers are rewarded in proportion to their efforts, with ample channels for communication and grievance redress within the distribution system. Third, detailed and comprehensive promotion, reward, and evaluation systems should be developed based on the professional requirements of early childhood teachers. A good early childhood educator is one who demonstrates professional observation and guidance, as well as meticulous care, in both teaching and daily activities. Historically, because of the difficulty in quantifying these professional and emotional investments, they have often been overlooked in compensation and reward systems. However, these contributions are essential "work demands" for teachers and are inevitably subject to social comparisons among colleagues, requiring a balance of corresponding "work resources" to alleviate stress. Therefore, based on the conclusions of this study, managers should pay particular attention to identifying observable and measurable evaluation indicators that align with the professional and emotional demands of early childhood institution teaching. These indicators should be incorporated into promotion and reward systems to enhance teachers' levels of PE, organizational support, and POJ, ultimately stabilizing the teaching workforce and reducing turnover. This study has several limitations. First, its sample size and demographic scope may limit the generalizability of its findings. Future studies using larger and more diverse samples could improve the broader applicability of the results. Second, the cross-sectional design captures the relationships between variables at a single point in time, which limits our ability to draw causal conclusions. Longitudinal studies tracking participants over time or experimental research manipulating variables could provide more reliable insights into potential causal pathways. Additionally, this study relies on self-reported measurements, which may introduce response bias. Future research that incorporates multiple data sources, such as observations, interviews, or assessments as well as management data, would help deepen the analysis and strengthen the validity of the findings. Abbreviations ANOVA Analysis of variance OST Organizational Support Theory PE Psychological empowerment POJ Perceived organizational justice POS Perceived organizational support Declarations Ethics approval and consent to participate This study was conducted in accordance with the Declaration of Helsinki and its later amendments. Ethical approval was obtained from the Ethics Committee of the School of Educational Science, Harbin Normal University. All participants provided informed consent. Completion and return of the questionnaire were considered to indicate consent. Consent for publication Not applicable. Availability of data and materials The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Competing interests The authors declare no competing interests. Funding This study was partly financially supported by the Heilongjiang Province Philosophy and Social Science Research Planning Project (Project No. 22EDC288), China. Author Contributions YZ: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing—original draft, Writing—review & editing. DZ: Conceptualization, Formal analysis, Methodology, Project administration, Resources, Supervision, Writing—review & editing. Acknowledgments The authors sincerely appreciate the strong support from the kindergartens involved in this study and extend their heartfelt gratitude to Mr. Feilong Yang and his spouse for their participation in the research. Authors' information (optional) DZ is a professor at the School of Education Science, Harbin Normal University. He got his PhD in Education from Northeast Normal University in 2012. His recent research interests include curriculum and teaching reform in primary and secondary schools, and the development of teachers' professional knowledge. Email: [email protected] YZ is currently a Ph.D. candidate in the School of Education Science at Harbin Normal University. She got her master’s degree from Harbin Normal University in 2016. Her recent research interests focus on curriculum reform in early childhood, primary, and secondary education, as well as teacher professional development. Email: [email protected] References Eadie P, Levickis P, Murray L, Page J, Elek C, Church A. Early childhood educators’ wellbeing during the COVID-19 pandemic. Early Child Educ J. 2021;49:903–13. 10.1007/s10643-021-01203-3 . Hur EH. Why are they leaving? Understanding associations between early childhood program policies and teacher turnover rates. Child Youth Care Forum. 2023;52:417–40. 10.1007/s10566-022-09693-x . 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1","display":"","copyAsset":false,"role":"figure","size":18941,"visible":true,"origin":"","legend":"\u003cp\u003eTheoretical model of this study.\u003c/p\u003e","description":"","filename":"Onlinefloatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8184620/v1/0a66bf49797d7005f78dd569.png"},{"id":98804089,"identity":"79ff64fb-04df-49f4-aae1-921e8d96e186","added_by":"auto","created_at":"2025-12-22 14:20:59","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":23500,"visible":true,"origin":"","legend":"\u003cp\u003eThe moderating role of POJ in the relationship between POS and turnover intention.\u003c/p\u003e","description":"","filename":"Onlinefloatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-8184620/v1/2e0eef672d476cdec3ceee42.png"},{"id":108181103,"identity":"2d0dd480-af63-4bb6-aed0-22fc399b901f","added_by":"auto","created_at":"2026-04-30 08:57:28","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":514099,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8184620/v1/aa764452-5213-44ca-b0cc-b565b23dc745.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"How Psychological Empowerment Affects Early Childhood Teachers' Turnover Intention: The Mediating Role of Organizational Support and the Moderating Role of Organizational Justice","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eHigh-quality early childhood education depends on the existence of a stable and professional workforce, but teacher retention has long been a challenge [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. High turnover rates can undermine teaching quality, negatively affect children's learning experiences, and even impact children's mental well-being [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Across many countries, turnover rates among early childhood teachers remain high [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], prompting extensive research into the causes and conditions that contribute to teacher attrition.\u003c/p\u003e \u003cp\u003ePrevious studies on employee turnover can be categorized primarily into those exploring internal and external factors, respectively. Internal factors focus on individual and psychological reasons for turnover intention, such as job satisfaction [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] and job involvement [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], while external factors include salary, workload [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], organizational culture [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], leadership [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], and others. It is evident that many factors related to organizational management serve as precursors to turnover intention. These management practices can have various psychological effects on employees, which in turn influence their turnover intention. Previous studies have identified psychological empowerment (PE) [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], perceived organizational justice (POJ) [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], and perceived organizational support (POS) [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] as significant psychological effects related to turnover intention, with significant correlations found between each pair [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. However, few studies to date have focused specifically on the psychological perceptions resulting from these management behaviors, and no research has simultaneously examined the relationships among all four factors. Furthermore, it remains to be seen whether these findings are applicable to teachers in the education sector, as they are in other fields. Therefore, the interactions among these psychological effects still warrant further exploration.\u003c/p\u003e \u003cp\u003eThis study aims to explore the relationships among PE, POS, POJ, and turnover intention in early childhood teachers. It also specifically examines the mediating role of POS and the moderating role of POJ. The findings aim to provide both theoretical and empirical insights for the development and management of early childhood teachers, thereby improving teachers' professional attitudes and enhancing the quality of early childhood education.\u003c/p\u003e"},{"header":"2 Literature Review","content":"\u003cp\u003e \u003cb\u003eTurnover Intention\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTurnover intention is defined as the conscious and voluntary intention to leave an organization [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] and has been shown to be the strongest predictor of actual turnover [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Mobley\u0026rsquo;s turnover decision process model identifies turnover intention as a key step in the turnover decision-making process [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Previous research to date has suggested that the most significant individual factor triggering turnover intention is job satisfaction [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In addition, other individual psychological factors, such as organizational commitment [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], job stress [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], burnout [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], career adaptability [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], and job involvement [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], are also known to influence turnover intention. Meanwhile, external factors affecting turnover intention include leadership [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], organizational support [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], organizational climate [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], organizational justice [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], organizational culture [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], job embeddedness [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], and workload [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious research on teachers has mainly focused on the relationship between negative emotions, such as job stress [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], burnout [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e], and turnover intention. Other studies have examined the impact of factors like job satisfaction [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]; professional development [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]; and external influences such as school environment, class dynamics, and leadership [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e] on turnover intention. However, research specifically focusing on early childhood teachers remains limited. The unique nature of the teaching profession and the developmental characteristics of young children mean that turnover among early childhood teachers has consequences beyond the general negative impact of employee turnover on organizations; in particular, it can affect the psychological development of infants and toddlers [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] and the overall quality of early childhood education [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. In China, early childhood education is part of the non-compulsory education sector, and the management system for early childhood teachers differs from that of teachers in primary and secondary schools. As a result, turnover and its antecedents among early childhood teachers may differ from those of teachers in other educational stages. Focusing on the factors influencing turnover among early childhood teachers in the non-compulsory education sector is crucial for promoting their professional development, improving their well-being, and fostering the healthy development of both early childhood education institutions and young children.\u003c/p\u003e \u003cp\u003ePsychological Empowerment\u003c/p\u003e \u003cp\u003eEmpowerment includes both structural empowerment and PE. Structural empowerment refers to the actions taken by supervisors to grant authority to subordinates\u0026mdash;essentially, the act of delegating power. PE, on the other hand, referring to the \u0026ldquo;subjective psychological state,\u0026rdquo; is about how employees feel or perceive the empowerment they receive from their leaders [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Conger and Kanungo introduced the earliest theoretical model of PE, which revealed the underlying processes that contribute to the empowerment experience [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Building on their work, Thomas and Velthouse were the first to formally define the concept of PE and develop a more comprehensive cognitive model of empowerment, including dimensions like meaningfulness, self-efficacy, autonomy, and impact [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious research has shown that PE affects work attitudes, behaviors, and outcomes. Employee satisfaction [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], organizational commitment [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e], and turnover intention [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] have all been confirmed as key outcomes of PE. Additionally, PE has been negatively correlated with work stress [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] and burnout [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Studies on behavior have found that PE significantly influences employees' work behavior [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. In terms of work outcomes, PE can improve job performance [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Specifically, research on teachers has shown that PE also positively predicts factors such as service quality [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e], employee voice behavior [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], job performance [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e], improved relationships between teachers and parents [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], and the development of positive emotions and academic optimism [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOverall, while significant research has focused on the outcomes of PE, many studies have treated PE as a mediator when exploring its relationship with work behavior or outcomes. Currently, the mechanisms through which it mediates the relationship with outcome variables still require further exploration.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePerceived Organizational Support\u003c/b\u003e \u003c/p\u003e \u003cp\u003eIn 1986, American psychologist Robert Eisenberger and colleagues pointed out that academic research had focused too much on \u0026ldquo;employee commitment to the organization\u0026rdquo; while neglecting the \u0026ldquo;organization\u0026rsquo;s commitment to employees.\u0026rdquo; Based on Social Exchange Theory, the principle of reciprocity, and the anthropomorphism of organizations, they introduced the concept of Organizational Support Theory (OST) and the concept of POS. They defined POS as the degree to which employees perceive the organization values their contributions and well-being [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious research on POS has focused on its antecedents, outcomes, and mediating mechanisms. Studies have primarily examined environmental factors like leadership [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e], management practices [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e], and working conditions [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e] as antecedents of POS. Research at the individual level has found that personal characteristics and demographic traits [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e], along with personality differences [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e], influence employees\u0026rsquo; perception of organizational support. The outcome variables of POS can be categorized into psychological, behavioral, and result-oriented factors. Psychological outcomes include organizational commitment [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e], job satisfaction [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e], job involvement [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], turnover intention [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e], job stress [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e], teacher well-being [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e], and burnout [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. Behavioral and result-oriented outcomes include organizational citizenship behavior [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e], job performance [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e], resistance to change [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e], and career success [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e], among others.\u003c/p\u003e \u003cp\u003eIn addition, previous studies have also examined the mediating role of organizational support in the field of education. Research has shown that POS mediates the relationships between job stress and burnout among early childhood teachers [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e], between transformational leadership and teachers\u0026rsquo; knowledge-sharing behavior [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e], between job involvement and teachers\u0026rsquo; workplace well-being [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e], and between teachers\u0026rsquo; trait mindfulness and turnover intention [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e], respectively.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePerceived Organizational Justice\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe concept of organizational justice was introduced by Greenberg [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e]. It originally stemmed from the Equity Theory proposed by John Stacey Adams [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e], which posits that employees consistently seek fairness between their inputs and outputs. POJ refers to employees' judgments about the fairness of outcome distributions, the processes used to determine these outcomes, and interpersonal relationships in the workplace [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Greenberg [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e] identified distributive justice and procedural justice as the two key dimensions of organizational justice [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. Separately, Bies and Moag (1986, as cited in Adamovic) introduced the concept of interpersonal justice, also referred to as interactional justice [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]. Subsequently, Greenberg (1993) further divided interactional justice into two dimensions: interpersonal justice and informational justice [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious studies have commonly identified several outcome factors of organizational justice, including job performance [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e], trust [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e], organizational commitment [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e], burnout, and turnover intention [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]. Additionally, organizational citizenship behavior [\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e], job satisfaction [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e], innovative behavior [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e], and job involvement [\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e] have also been considered as outcome factors of organizational justice.\u003c/p\u003e \u003cp\u003ePrevious studies on teachers have shown that organizational justice affects various factors, such as job performance [\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e], service quality [\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e], organizational citizenship behavior [\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e], job adaptation [\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e], organizational commitment [\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e], and turnover intention [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e]. Among these, research on turnover intention suggests that a supportive and fair work environment\u0026mdash;characterized by recognition, fair policies, and positive interpersonal relationships\u0026mdash;helps to strengthen employees' sense of belonging and reduce their turnover intention.\u003c/p\u003e \u003cp\u003eCurrent Study\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e2.1.1 The Relationship between Psychological Empowerment and Turnover Intention\u003c/div\u003e \u003cp\u003eAccording to the cognitive model of empowerment, individuals with higher levels of PE tend to experience a greater sense of meaning in their work [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], which helps reduce turnover intention. Although previous studies have confirmed that PE negatively predicts turnover intention [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e], PE, as a dynamic factor, may vary over time and under cultural influences [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e]. Research has shown that, compared to other countries, paternalistic leadership is a distinct leadership style in China [\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e89\u003c/span\u003e], characterized by comprehensive care for team members, leading by example, centralized authority, and a tendency toward autocratic decision-making with limited delegation [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e90\u003c/span\u003e]. However, the extent to which people in different industries accept this management style remains to be explored.\u003c/p\u003e \u003cp\u003eGiven this context, in a Confucian cultural environment, the relationship between PE and turnover intention among early childhood teachers warrants further investigation. Therefore, this study aims to explore the mediating mechanism between early childhood teachers' PE and their turnover intention.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH1\u003c/strong\u003e \u003cp\u003ePE correlates with turnover intention.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e2.1.2 The Relationship between PE, POS, and Turnover Intention\u003c/div\u003e \u003cp\u003eAlthough some studies have identified a significant correlation between PE and turnover intention [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e], many have explored PE as a mediating factor to examine how other variables influence turnover intention through it. However, the mechanisms through which PE, as a mediator, affects turnover intention remain underexplored. Several studies have shown that the significance of PE on turnover intention diminishes when other mediating variables are included in the model, suggesting that PE impacts turnover intention indirectly through other factors. This indicates that merely enhancing teachers\u0026rsquo; PE may have limited effectiveness in reducing turnover intention, emphasizing the need for further exploration of the mediating factors involved. Although some studies have attempted to explain how PE affects turnover intention from various perspectives [\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e], the roles of certain mediators, such as job engagement, remain controversial [\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e93\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e94\u003c/span\u003e]. Moreover, these discussions have primarily focused on internal individual factors, while research addressing external factors has been scarce. This lack of external factor analysis limits managers' ability to implement effective measures to reduce turnover.\u003c/p\u003e \u003cp\u003eAn individual\u0026rsquo;s level of PE is ultimately an experience that develops within the workplace and is significantly influenced by managerial behaviors. This experience can, in turn, affect turnover intention through the insights and emotions gained from such interactions. While previous studies have confirmed the close relationship between organizational support and PE [\u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e95\u003c/span\u003e], the underlying mechanisms and processes by which organizational support influences employees\u0026rsquo; PE, particularly in the context of early childhood education, remain insufficiently explored in the literature. According to the Job Demands\u0026ndash;Resources model [\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e], job demands can generate negative emotions, and employees are more likely to develop turnover intention as a result without the presence of adequate work resources like performance feedback, job control, involvement in decision-making, and social support. PE serves as a key internal psychological resource, helping to mitigate the negative emotions associated with work by fostering positive psychological outcomes. When accompanied by organizational support, it further reduces burnout and lessens turnover intention.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH2\u003c/strong\u003e \u003cp\u003ePOS mediates the relationship between PE and turnover intention.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e2.1.3 The Relationship between POJ, POS, and Turnover Intention\u003c/div\u003e \u003cp\u003eResearch has shown that both POJ and POS significantly influence turnover intention, with a strong correlation between the two [\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e97\u003c/span\u003e]. According to the social exchange model of POS [\u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e98\u003c/span\u003e], employees value whether their contributions to the organization are acknowledged and reciprocated. Similarly, Equity Theory [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e] posits that social exchange forms the foundation of the relationship between employees and employers.\u003c/p\u003e \u003cp\u003eAlthough both POJ and POS serve as protective factors against turnover intention, analyses of these factors alone have been insufficient to determine whether employees develop turnover intention. Some studies have linked POJ and POS to explore their combined impact on employee turnover. However, research on the relationships among these three variables remains limited. Most existing studies focus on whether POJ and POS jointly influence turnover intention [\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e99\u003c/span\u003e, \u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e100\u003c/span\u003e], with insufficient attention paid to how these two factors interact. Furthermore, research examining these dynamics in the teaching profession, particularly among early childhood teachers, remains limited. Drawing on prior research and considering the developmental stage of Chinese early childhood institutions, it can be inferred that, in resource-limited settings where organizational support may not fully meet teachers' needs, early childhood teachers may pay closer attention to whether their colleagues receive fair organizational support. This perception is likely to influence their overall attitude toward work.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eH3\u003c/strong\u003e \u003cp\u003ePOJ moderates the relationship between POS and turnover intention.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eIn summary, while empirical studies exploring the relationships among PE, POS, POJ, and turnover intention remain limited, existing research and theories support the paired relationships between these variables. Building on this foundation, the present study proposes the theoretical model shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"3 Methods","content":"\u003cp\u003eParticipants and Procedure\u003c/p\u003e \u003cp\u003eThis study recruited 517 teachers from Harbin, the capital of Heilongjiang Province in China. Located in the economically and educationally underdeveloped northeastern region, Harbin serves as a representative city in terms of sociocultural context, economic development, educational management, and talent mobility. In China, different types of early childhood institutions (public vs. private) may adopt distinct management styles. To account for this variation, 16 early childhood institutions of various types were selected within the city, and teachers from different age groups of classes were recruited as participants.\u003c/p\u003e \u003cp\u003eAn online survey link was distributed through early childhood institution management departments, inviting teachers to participate. This method enabled efficient data collection from geographically dispersed participants. To ensure confidentiality and anonymity, participants completed the questionnaire independently within a specified timeframe. A total of 476 valid responses were collected, and the demographic characteristics of the sample are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic characteristics of participants.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency (Percentage)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2 (0.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e495 (99.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;25 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e166 (33.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e26\u0026ndash;35 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e203 (40.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;36 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e128 (25.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching Experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e220 (44.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e125 (25.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;11 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e152 (30.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducation Level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssociate\u0026rsquo;s degree or below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e248 (49.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e240 (48.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMaster\u0026rsquo;s degree or above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Employment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublic kindergarten (tenured)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e152 (30.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublic kindergarten (non-tenured)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e123 (24.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePrivate kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e222 (44.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAll study work involving humans was approved by the College of Education Science, Harbin Normal University, Harbin, China and conducted in accordance with local legislation and institutional requirements.\u003c/p\u003e \u003cp\u003eResearch Instruments\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e3.1.1 Psychological Empowerment Scale\u003c/div\u003e \u003cp\u003eThis study employed the Psychological Empowerment Questionnaire developed by Spreitzer [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], which was translated and validated for use in China by Li and colleagues [\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e101\u003c/span\u003e]. The scale uses a five-point Likert format, with scores ranging from 1 (strongly disagree) to 5 (strongly agree) and higher scores indicating greater PE among teachers.\u003c/p\u003e \u003cp\u003eThe questionnaire includes four dimensions: work meaning, self-efficacy, autonomy, and work impact. Exploratory factor analysis revealed a clear four-factor structure, with a cumulative variance explanation rate of 73.78%. Each item exhibited significant factor loadings on its respective dimension, demonstrating strong construct validity in the Chinese context [\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e101\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn this study, the overall internal consistency coefficient for the scale was 0.930. The reliability coefficients for the four dimensions\u0026mdash;work meaning, self-efficacy, autonomy, and work impact\u0026mdash;were 0.924, 0.907, 0.933, and 0.951, respectively, indicating that the questionnaire is highly reliable.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e3.1.2 Perceived Organizational Justice Scale\u003c/div\u003e \u003cp\u003eThis study used the Organizational Justice Scale originally developed by Niehoff and Moorman [\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e102\u003c/span\u003e] and adapted by Wang to ensure reliability and validity in the Chinese context [\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e103\u003c/span\u003e]. To address potential cultural differences, Wang tested the original scale and removed two items: Item 10 (\u0026ldquo;Employees are allowed to challenge or appeal decisions made by the organization\u0026rdquo;) and Item 19 (\u0026ldquo;The leader clearly explains any decisions related to my work\u0026rdquo;). The revised scale consists of 17 items, rated on a five-point Likert scale with scores ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores reflecting greater perceptions of organizational justice.\u003c/p\u003e \u003cp\u003eExploratory factor analysis identified three dimensions\u0026mdash;interactional justice, procedural justice, and distributive justice\u0026mdash;explaining 24.319%, 18.507%, and 17.503% of the variance, respectively, with a cumulative variance explanation rate of 60.329% [\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e103\u003c/span\u003e]. In this study, the scale demonstrated excellent reliability, with an overall internal consistency coefficient of 0.972. The reliability coefficients were 0.967 for interactional justice, 0.920 for procedural justice, and 0.913 for distributive justice, respectively.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e3.1.3 Perceived Organizational Support Scale\u003c/div\u003e \u003cp\u003eThis study used the Perceived Organizational Support Scale developed by Eisenberger et al. [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e], which measures the extent to which employees perceive that their organization values their contributions, rewards hard work, and cares about their well-being. The scale consists of 17 items, scored on a seven-point Likert scale with scores ranging from 1 (strongly disagree) to 7 (strongly agree), with higher scores indicating greater POS.\u003c/p\u003e \u003cp\u003eExploratory factor analysis revealed a Kaiser\u0026ndash;Meyer\u0026ndash;Olkin (KMO) value of 0.926 and a Bartlett's test of sphericity chi-squared value of 6562.983, confirming the suitability of the data for factor analysis. The scale is divided into two dimensions, with all items loading onto their respective factors, and factor loadings ranged between 0.7 and 0.9. The cumulative variance explanation rate was 68.52%, indicating strong structural validity.\u003c/p\u003e \u003cp\u003eReliability analysis demonstrated that the scale has excellent internal consistency, with an overall Cronbach\u0026rsquo;s alpha value of 0.918. The two dimensions, respect for contributions and care for well-being, had internal consistency coefficients of 0.833 and 0.860, respectively, confirming the high reliability of the questionnaire.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e3.1.4 Turnover Intention Scale\u003c/div\u003e \u003cp\u003eThe Turnover Intention Scale used in this research was revised by Liang [\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e104\u003c/span\u003e] from the original scale developed by Camman \u003cem\u003eet al.\u003c/em\u003e (1979). To ensure consistency in item phrasing across scales used in his study, Liang revised the original scale by converting reverse-coded statements into positive ones. To maintain consistency in item phrasing and minimize potential confusion for respondents, this study adopted Liang\u0026rsquo;s revised version of the scale for its investigation. The scale includes three items and employs a five-point Likert scale, with scores ranging from 1 (strongly disagree) to 5 (strongly agree) points and higher scores reflecting greater turnover intention among teachers. Exploratory factor analysis indicated a KMO value of 0.751 and a chi-squared value of 1387.02 from Bartlett's test of sphericity, confirming that the data met the criteria for factor analysis. The scale was identified as unidimensional, with a cumulative variance explanation rate of 90.05%, reflecting strong construct validity. Each item demonstrated significant factor loadings. Reliability analysis indicated strong internal consistency, with a Cronbach\u0026rsquo;s alpha value of 0.945, confirming the scale\u0026rsquo;s high reliability.\u003c/p\u003e \u003cp\u003eData Processing\u003c/p\u003e \u003cp\u003eData analysis was conducted using SPSS software (IBM Corporation, Armonk, NY, USA). Independent-sample \u003cem\u003et\u003c/em\u003e tests and one-way analysis of variance (ANOVA) were performed to examine differences in turnover intention among early childhood teachers based on demographic variables. Effect sizes were calculated to evaluate the explanatory power of demographic variables on turnover intention. Correlation analysis was used to investigate the relationships between turnover intention, PE, POS, and POJ.\u003c/p\u003e \u003cp\u003eRegression analysis was applied to assess the predictive effects of PE, POS, and POJ on turnover intention. Additionally, the mediating role of POS in the relationship between PE and turnover intention, as well as the moderating role of POJ in the relationship between POS and turnover intention, were examined.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Results","content":"\u003cp\u003ePreliminary Analysis\u003c/p\u003e \u003cp\u003eThe study examined turnover intention among early childhood teachers, focusing on age, teaching experience, type of institution, and tenure status. As shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the results indicate significant differences in turnover intention across these factors. Notably, teachers in public kindergartens exhibited significantly lower turnover intention compared to those in private kindergartens. Differences in turnover intention based on tenure status were also significant (F\u0026thinsp;=\u0026thinsp;10.577, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with an effect size of 0.043. Post hoc analysis showed no significant difference in turnover intention between tenured and non-tenured public kindergarten teachers (mean difference\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;0.624, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.322). However, significant differences were observed between tenured public kindergarten teachers and private kindergarten teachers (mean difference\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;1.690, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and between non-tenured public kindergarten teachers and private kindergarten teachers (mean difference\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;1.066, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.022).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOne-way ANOVA of turnover intention among teachers in 0\u0026ndash;6-year-old educational institutions based on demographic variables.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eM\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eη\u003c/em\u003e\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026ge;\u0026thinsp;25 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e8.66\u0026thinsp;\u0026plusmn;\u0026thinsp;3.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e7.765\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.047\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;35 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e7.49\u0026thinsp;\u0026plusmn;\u0026thinsp;3.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;45 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e6.58\u0026thinsp;\u0026plusmn;\u0026thinsp;2.82\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;45 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e7.16\u0026thinsp;\u0026plusmn;\u0026thinsp;4.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eTeaching Experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e8.54\u0026thinsp;\u0026plusmn;\u0026thinsp;3.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e8.339\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.050\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e7.28\u0026thinsp;\u0026plusmn;\u0026thinsp;3.66\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e6.66\u0026thinsp;\u0026plusmn;\u0026thinsp;3.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e7.00\u0026thinsp;\u0026plusmn;\u0026thinsp;3.51\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eType of Institution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePublic kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e6.98\u0026thinsp;\u0026plusmn;\u0026thinsp;3.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e6.266\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate kindergarten (excluding inclusive kindergartens)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e8.19\u0026thinsp;\u0026plusmn;\u0026thinsp;3.69\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTenure Status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTenured public kindergarten teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;0.26\u0026thinsp;\u0026plusmn;\u0026thinsp;0.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e10.577\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.043\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNon-tenured public kindergarten teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;0.08\u0026thinsp;\u0026plusmn;\u0026thinsp;1.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate kindergarten teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e0.22\u0026thinsp;\u0026plusmn;\u0026thinsp;1.03\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eNote\u003c/b\u003e: ** indicates \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe correlation analysis among PE, POJ, POS, and turnover intention, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, revealed that turnover intention was negatively correlated with PE, POJ, and POS. Furthermore, PE was positively correlated with both POJ and POS.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMeans, standard deviations, and correlation matrix of variables.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePOJ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePOS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eTurnover intention\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e45.901\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7.855\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePOJ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e64.616\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13.500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.678\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePOS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e80.258\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18.322\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.507\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.724\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTurnover intention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7.676\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.571\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;0.245\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;0.413\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;0.556\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003eNote\u003c/b\u003e: ** indicates \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003eTesting the Mediating and Moderating Effects\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eCorrelation analysis among POS, POJ, PE, and turnover intention showed significant pairwise correlations, satisfying the prerequisites for testing mediation effects. To reduce the impact of multicollinearity, PE, POS, POJ, and turnover intention were standardized prior to analysis.\u003c/p\u003e \u003cp\u003eSubsequently, Process Model 14 was used to construct a testing model with PE as the independent variable, turnover intention as the dependent variable, POS as the mediating variable, and POJ as the moderating variable, respectively.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e4.1.1 The Mediating Role of POS between PE and Turnover Intention\u003c/div\u003e \u003cp\u003eMediation analysis revealed that POS significantly predicted turnover intention (β = \u0026minus;0.538, t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;9.755, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and was significantly influenced by PE (β\u0026thinsp;=\u0026thinsp;0.507, t\u0026thinsp;=\u0026thinsp;12.820, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). However, the direct effect of PE on turnover intention was not significant (β\u0026thinsp;=\u0026thinsp;0.097, t\u0026thinsp;=\u0026thinsp;1.866, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.063). These findings indicate that POS fully mediates the relationship between PE and turnover intention.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e4.1.2 The Moderating Role of POJ in the Relationship between POS and Turnover Intention\u003c/div\u003e \u003cp\u003eThe moderation analysis indicated that the interaction between POJ and POS significantly predicted turnover intention (β = \u0026minus;0.067, t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;2.216, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.027), confirming that POJ moderates the relationship between POS and turnover intention.\u003c/p\u003e \u003cp\u003eTo further explore this interaction, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, participants were divided into high and low POJ groups based on one standard deviation above and below the mean, respectively. The results revealed that participants in the low POJ group had greater turnover intention than those in the high POJ group, regardless of whether POS was high or low. Moreover, for participants in the high POJ group, turnover intention declined significantly as POS increased (β = \u0026minus;0.605, t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;9.788, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). In contrast, for those in the low POJ group, the decrease in turnover intention with increasing POS was less pronounced (β = \u0026minus;0.471, t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;7.348, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Based on the analysis results, the model demonstrates a significant moderated mediation effect. Specifically, while PE does not directly influence turnover intention, it affects turnover intention indirectly through the mediating role of POS. Moreover, the direct effect of POS on turnover intention is moderated by POJ.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"5 Discussion","content":"\u003cp\u003eThe Relationships between Teachers' Age, Teaching Experience, Type of Institution, and Turnover Intention\u003c/p\u003e \u003cp\u003eThis study investigated factors, such as marital status, age, teaching experience, educational background, tenure status, type of institution, and salary, to examine teachers' intentions to leave. The results indicate there are significant differences in turnover intention based on age, teaching experience, marital status, tenure status, and institutional type. Specifically, teachers without tenure were more likely to express an intention to leave than their tenured counterparts, with this difference being statistically significant. This finding is in line with those of Western studies, such as that by Zhou and Volkwein [\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e105\u003c/span\u003e], who found that teachers with tenure were less likely to have a strong intention to leave. Moreover, the study revealed that, within the context of China\u0026rsquo;s teacher management system, the type of institution plays a crucial role in shaping these differences. Teachers in public kindergartens, regardless of their tenure status, showed a significantly reduced intention to leave compared to those in private kindergartens. This can largely be attributed to the institutional characteristics and management practices of these schools. Public kindergartens in China are typically government-affiliated, with relatively lenient evaluation systems and weaker connections between performance and compensation. These institutions also offer better social security benefits and greater job stability, creating a work environment in which even non-tenured teachers in public kindergartens are less likely to leave than their peers in private institutions. Furthermore, because most kindergarten teachers are women, and many individuals in economically underdeveloped regions of China still hold the traditional belief that \u0026ldquo;job stability is particularly important for women,\u0026rdquo; even non-tenured teachers\u0026mdash;who may have limited opportunities for promotion and salary increases\u0026mdash;often prefer to remain in public institutions due to their perceived stability and status.\u003c/p\u003e \u003cp\u003eThe Mediating Role of POS in the Relationship between PE and Turnover Intention\u003c/p\u003e \u003cp\u003eThe findings of this study indicate that POS fully mediates the relationship between PE and turnover intention. Specifically, early childhood teachers' PE influences their turnover intention entirely through their perception of organizational support, particularly regarding whether they feel adequately rewarded for their contributions. PE is a motivational construct that encompasses an individual's sense of meaningfulness in their work, perceived self-efficacy, and the autonomy and influence they experience in their roles. At its core, it is a cognitive evaluation. According to Social Cognitive Theory, an individual\u0026rsquo;s behavior, cognition, and environment are mutually interactive with and influence each other. PE hinges on the leader's willingness to share power, with the critical factor being how the empowerment is perceived by the individual. Whether teachers feel empowered is shaped by the human resource management strategies in place at their institutions. When employees perceive their work as meaningful and impactful and feel they have a degree of influence, they are more likely to develop expectations for the rewards the organization offers. If, within this framework, employees sense that the organization accurately assesses their contributions, acknowledges their interests, and provides them with decision-making autonomy, this sense of support fosters a stronger self-identity as an integral part of the organization [\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e]. This, in turn, reduces their intention to leave the organization [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Thus, organizational support, in its various forms, can make employees' perceptions of empowerment more tangible, enhancing their experience of being empowered. This, in turn, cultivates a sense of responsibility toward the organization, increases job satisfaction, and decreases turnover intention.\u003c/p\u003e \u003cp\u003ePrevious studies on teachers have primarily examined the relationship between negative emotions and turnover intention, focusing on factors such as work stress [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] and burnout [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Research on management has mostly concentrated on external factors. In contrast, this study shifts the focus to teachers\u0026rsquo; perceptions of management-related factors, demonstrating that PE influences turnover intention through POS. This insight offers more specific and actionable targets for intervention in kindergarten management.\u003c/p\u003e \u003cp\u003eThe Moderating Role of POJ in the Relationship between Organizational Support and Turnover Intention\u003c/p\u003e \u003cp\u003ePrevious studies have confirmed that both POS and POJ predict turnover intention [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e]. The results of this study support this finding and further reveal that POJ moderates the effect of organizational support on turnover intention. The moderating effect is reflected in two main findings. First, in the low POJ group, turnover intention was higher, regardless of whether POS was low or high, compared to in the high POJ group. Second, as POS increased, turnover intention decreased more significantly among early childhood teachers who perceived high POJ, while the reduction in turnover intention was less pronounced among teachers who perceive low POJ. Social Exchange Theory, which forms the theoretical basis for POS, posits that the relationship between individuals and organizations is one of social exchange and mutual benefit [\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e106\u003c/span\u003e]. When employees perceive that the value they contribute is not adequately rewarded by the organization, they are more likely to terminate the employment relationship. Furthermore, numerous studies have confirmed that a lack of POJ is strongly associated with increased burnout and turnover intention [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]. For early childhood teachers, work often involves a high degree of uncertainty, and the outcomes of their educational efforts are typically implicit or delayed. Moreover, their work demands significant emotional investment, yet there are no clear criteria for measuring this emotional labor or its value. As a result, it is difficult to align their expectations for organizational support solely with their work contributions. However, teachers can more easily establish a sense of organizational justice by interacting with and comparing themselves to colleagues with similar roles and experiences, helping them assess the balance between their work input and rewards. As the Chinese proverb goes, \"It is not the scarcity of resources, but the inequity that causes concern.\" In contexts where management practices and benefits vary significantly across different kinds of kindergartens and organizational support is uneven, enhancing early childhood teachers' sense of organizational justice can be an effective strategy for reducing turnover intention.\u003c/p\u003e \u003cp\u003eMost existing studies have focused on whether POJ and POS jointly influence turnover intention. However, in studies investigating the relationship between the two, POJ has often been treated as a precursor to organizational support, with studies examining its mediating role [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e107\u003c/span\u003e]. Some studies suggest that organizational support serves as a mediator between POJ and turnover intention [\u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e107\u003c/span\u003e], while others argue that POJ mediates the relationship between organizational support and turnover intention [\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e108\u003c/span\u003e]. There are also studies that contend organizational support does not moderate the relationship between POJ and turnover intention [\u003cspan citationid=\"CR109\" class=\"CitationRef\"\u003e109\u003c/span\u003e]. These inconsistencies suggest that the relationship between POJ and organizational support remains a debated issue in the literature. However, the present study finds that POJ moderates the effect of organizational support on turnover intention. In combination with prior research, this finding supports the idea that the relationship between organizational support and POJ is not a simple one-way causal link, but rather a dynamic, bidirectional interaction.\u003c/p\u003e"},{"header":"6 Conclusion and Implications","content":"\u003cp\u003eThis study develops a model demonstrating that PE influences turnover intention through POS and POJ. The findings highlight that PE, organizational support, and POJ are key factors in fostering a stable early childhood teaching institution workforce. To improve early childhood teachers' PE, organizational support, and POJ, kindergartens should focus on both conceptual and institutional improvements to enhance their management systems.\u003c/p\u003e \u003cp\u003eFrom a conceptual perspective, managers should recognize that the relationship between early childhood teachers and managers is one of mutual benefit and shared growth, rather than a mere dynamic of authority and obedience. Therefore, first, managers should emphasize a human-centered approach in their management practices, giving proper attention to the well-being of teachers. Second, autonomy is a crucial dimension of PE. Managers should adopt various strategies that allow teachers a certain degree of autonomy in their work, helping them to recognize the impact of their contributions on children, parents, and the overall development of the organization. This, in turn, will foster a stronger sense of belonging and drive greater engagement and commitment to their work.\u003c/p\u003e \u003cp\u003eFrom an institutional perspective, based on the findings of this study, it is recommended that managers focus on both management and allocation to establish effective management systems and improve evaluation frameworks. First, managers should familiarize themselves with relevant theories and methods related to organizational support, placing particular emphasis on ensuring that the management system reflects support for employees' career development and safeguards their personal interests. Second, a fair and just compensation system should be established. The compensation management system must ensure procedural fairness and distributive fairness\u0026mdash;this includes having clear allocation criteria, a well-developed evaluation system, reasonable distribution expectations, and a transparent process for distribution. The outcomes of the distribution should be justifiable and reflect the value of the labor, ensuring that workers are rewarded in proportion to their efforts, with ample channels for communication and grievance redress within the distribution system. Third, detailed and comprehensive promotion, reward, and evaluation systems should be developed based on the professional requirements of early childhood teachers. A good early childhood educator is one who demonstrates professional observation and guidance, as well as meticulous care, in both teaching and daily activities. Historically, because of the difficulty in quantifying these professional and emotional investments, they have often been overlooked in compensation and reward systems. However, these contributions are essential \"work demands\" for teachers and are inevitably subject to social comparisons among colleagues, requiring a balance of corresponding \"work resources\" to alleviate stress. Therefore, based on the conclusions of this study, managers should pay particular attention to identifying observable and measurable evaluation indicators that align with the professional and emotional demands of early childhood institution teaching. These indicators should be incorporated into promotion and reward systems to enhance teachers' levels of PE, organizational support, and POJ, ultimately stabilizing the teaching workforce and reducing turnover.\u003c/p\u003e \u003cp\u003eThis study has several limitations. First, its sample size and demographic scope may limit the generalizability of its findings. Future studies using larger and more diverse samples could improve the broader applicability of the results. Second, the cross-sectional design captures the relationships between variables at a single point in time, which limits our ability to draw causal conclusions. Longitudinal studies tracking participants over time or experimental research manipulating variables could provide more reliable insights into potential causal pathways. Additionally, this study relies on self-reported measurements, which may introduce response bias. Future research that incorporates multiple data sources, such as observations, interviews, or assessments as well as management data, would help deepen the analysis and strengthen the validity of the findings.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eANOVA \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Analysis of variance\u003c/p\u003e\n\u003cp\u003eOST \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Organizational Support Theory\u003c/p\u003e\n\u003cp\u003ePE\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Psychological empowerment\u003c/p\u003e\n\u003cp\u003ePOJ\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Perceived organizational justice\u003c/p\u003e\n\u003cp\u003ePOS \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Perceived organizational support\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the Declaration of Helsinki and its later amendments. Ethical approval was obtained from the Ethics Committee of the School of Educational Science, Harbin Normal University. All participants provided informed consent. Completion and return of the questionnaire were considered to indicate consent.\u003c/p\u003e\n\u003cp\u003eConsent for publication\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003eAvailability of data and materials\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003eCompeting interests\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003eFunding\u003c/p\u003e\n\u003cp\u003eThis study was partly financially supported by the Heilongjiang Province Philosophy and Social Science Research Planning Project (Project No. 22EDC288), China.\u003c/p\u003e\n\u003cp\u003eAuthor Contributions\u003c/p\u003e\n\u003cp\u003eYZ: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing\u0026mdash;original draft, Writing\u0026mdash;review \u0026amp; editing. DZ: Conceptualization, Formal analysis, Methodology, Project administration, Resources, Supervision, Writing\u0026mdash;review \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003eAcknowledgments\u003c/p\u003e\n\u003cp\u003eThe authors sincerely appreciate the strong support from the kindergartens involved in this study and extend their heartfelt gratitude to Mr. Feilong Yang and his spouse for their participation in the research.\u003c/p\u003e\n\u003cp\u003eAuthors\u0026apos; information (optional)\u003c/p\u003e\n\u003cp\u003eDZ is a professor at the School of Education Science, Harbin Normal University. He got his PhD in Education from Northeast Normal University in 2012. His recent research interests include curriculum and teaching reform in primary and secondary schools, and the development of teachers\u0026apos; professional knowledge. Email:[email protected]\u003c/p\u003e\n\u003cp\u003eYZ is currently a Ph.D. candidate in the School of Education Science at Harbin Normal University. She got her master\u0026rsquo;s degree from Harbin Normal University in 2016. Her recent research interests focus on curriculum reform in early childhood, primary, and secondary education, as well as teacher professional development. Email:[email protected]\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eEadie P, Levickis P, Murray L, Page J, Elek C, Church A. Early childhood educators\u0026rsquo; wellbeing during the COVID-19 pandemic. Early Child Educ J. 2021;49:903\u0026ndash;13. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1007/s10643-021-01203-3\u003c/span\u003e\u003cspan address=\"10.1007/s10643-021-01203-3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHur EH. Why are they leaving? Understanding associations between early childhood program policies and teacher turnover rates. 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Int J Res Innov Soc Sci. 2021;5:684\u0026ndash;92. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.47772/IJRISS.2021.5838\u003c/span\u003e\u003cspan address=\"10.47772/IJRISS.2021.5838\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"psychological empowerment, perceived organizational justice, perceived organizational support, turnover intention, early childhood teachers","lastPublishedDoi":"10.21203/rs.3.rs-8184620/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8184620/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground:\u003c/h2\u003e \u003cp\u003eTeacher turnover is a persistent challenge in early childhood education, and understanding its psychological and organizational determinants is crucial for improving teacher retention. This study aimed to examine how psychological empowerment (PE) influences turnover intention among early childhood teachers, focusing on the mediating role of perceived organizational support (POS) and the moderating effect of perceived organizational justice (POJ).\u003c/p\u003e\u003ch2\u003eMethods:\u003c/h2\u003e \u003cp\u003eA total of 517 early childhood teachers in Harbin, China, participated in a questionnaire survey. Data analysis was conducted using SPSS (IBM Corporation, Armonk, NY, USA). Independent-sample \u003cem\u003et\u003c/em\u003e-tests and one-way analysis of variance (ANOVA) were performed to examine differences in turnover intention based on demographic variables, and effect sizes were calculated to assess their explanatory power. Correlation and regression analyses were used to explore associations and predictive effects among PE, POS, POJ, and turnover intention. Mediation and moderation effects were further examined to test the hypothesized relationships.\u003c/p\u003e\u003ch2\u003eResults:\u003c/h2\u003e \u003cp\u003ePE significantly predicted POS but did not directly predict turnover intention. POS was negatively associated with turnover intention, demonstrating a full mediating effect. Moreover, the interaction between POS and POJ significantly predicted turnover intention, indicating that POJ moderated the relationship between POS and turnover intention.\u003c/p\u003e\u003ch2\u003eConclusions:\u003c/h2\u003e \u003cp\u003ePsychological empowerment indirectly influences turnover intention through perceived organizational support, and this pathway is conditioned by perceived organizational justice. The findings expand existing theoretical models by revealing a bidirectional relationship between PE and POS and offer empirical insights into the psychological mechanisms underlying teacher retention in the Chinese early childhood education context.\u003c/p\u003e","manuscriptTitle":"How Psychological Empowerment Affects Early Childhood Teachers' Turnover Intention: The Mediating Role of Organizational Support and the Moderating Role of Organizational Justice","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-22 14:10:04","doi":"10.21203/rs.3.rs-8184620/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"722f458c-388e-4520-bd64-51c698c701f9","owner":[],"postedDate":"December 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-27T03:25:16+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-22 14:10:04","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8184620","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8184620","identity":"rs-8184620","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}