Task performance, turnover intention, and their mechanisms in Chinese rural teachers
Main Article Content
Cite this article:
Yang, X.,
Pu, L., &
Shen, S.
(2025). Task performance, turnover intention, and their mechanisms in Chinese rural teachers.
Social Behavior and Personality: An international journal,
53(3),
e14274.
Abstract
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References
Tables and Figures
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Globalization is affecting all sectors, including education, reducing the stability and development of rural teachers. This cross-sectional study explored the predictive relationship between task performance and turnover intention, analyzing the mediating role of organizational identity and job satisfaction. Participants were 639 rural teachers in northwest China. The results showed that rural teachers’ task performance had a direct impact on their turnover intention, and organizational identity and job satisfaction played mediating roles in this relationship. Furthermore, the mediating effect of organizational identity was more significant than the mediating effect of job satisfaction. These findings enrich theoretical understanding of teacher turnover and provide practical guidance for rural schools and education management departments.
Education, a fundamental pillar of societal advancement, relies heavily on the quality and stability of teachers to effectively cultivate human capital (Weisbrod, 1962). However, teacher mobility, particularly in rural areas, has emerged as a pressing global concern, threatening the consistency and quality of education worldwide (Bassok et al., 2021; Bellows et al., 2022; Cui et al., 2022; Van den Borre et al., 2021). This problem is most concerning in low- and middle-income regions, where teacher mobility exacerbates existing learning barriers due to limited educational resources (Bau & Das, 2020; J. Liu & Steiner-Khamsi, 2020; Moshtari & Safarpour, 2024). In these areas, the frequent turnover of rural teachers disrupts students’ learning rhythm and hinders their access to sustained and high-quality teaching guidance (Cui et al., 2022).
To address this issue, governments worldwide have prioritized stabilizing the teaching workforce in rural areas (Ackah et al., 2022; Eurydice, 2018). In China, policies such as the New Era Basic Education Strong Teacher Plan aim to ensure that rural teachers can “get started, stay, and teach well” (Ministry of Education of the People’s Republic of China, 2022). Understanding the underlying reasons for teachers’ turnover intention is crucial for developing effective strategies to address this issue.
The literature examining rural teachers’ turnover intention is vast and multifaceted, revealing a complex interplay of factors (Cheng et al., 2022; Räsänen et al., 2020). These factors include economic incentives, such as salaries and benefits, as well as noneconomic factors like job satisfaction, organizational commitment, and professional identity (see, e.g., Cui et al., 2022; R. Li & Yao, 2022; X. Li et al., 2021; A. N. Liu et al., 2022; Yücel, 2021; Zhao et al., 2022). Turnover intention, a precursor to actual turnover, refers to the deliberate intention to leave one’s position (Thomas, 1979) and serves as a strong predictor of teacher mobility (Namin et al., 2021; Nguyen et al., 2022; Özkan et al., 2020; Palma-Vasquez et al., 2022; Park & Min, 2020). Through investigating the factors that affect teachers’ turnover intention, focusing on task performance in particular, this study aimed to contribute to both international and national initiatives for reducing teacher turnover and improving the quality of education.
The relationship between rural teachers’ task performance and turnover intention is complex, involving an interplay of multiple mechanisms. Therefore, we integrated multiple theoretical frameworks into our research design. Expectancy theory posits that individuals’ behavior is driven by their expectations of desired outcomes and rewards (Vroom, 1964). According to social exchange theory (Blau, 1964), individuals are more likely to maintain their current work status when they perceive their efforts as being adequately and fairly rewarded. Goal-setting theory emphasizes the importance of setting specific, challenging goals to enhance performance, while social identity theory (Tajfel & Turner, 1979) links employees’ self-esteem and satisfaction with their organization’s success. According to Mobley’s (1977) job satisfaction–turnover model, job satisfaction mediates the relationship between work-related factors and turnover intention. Last, Meyer et al.’s (1991) three-component model of organizational commitment, which emphasizes the depth of emotional commitment fostered by organizational identity, played a significant role in shaping our research design as we sought to explore the relative influence of organizational identity and job satisfaction on turnover intention.
Task performance, defined as the extent to which individuals fulfill their job requirements (Bono & Judge, 2003; Quińones et al., 1995), is closely linked to organizational recognition and rewards. High task performance often leads to positive outcomes, fostering job satisfaction and organizational commitment (Locke, 1968; Vroom, 1964), while low task performance may increase dissatisfaction and turnover intention (Locke, 1968). Researchers across multiple contexts have found a negative relationship between task performance and turnover intention (e.g., Haque, 2021; Koo et al., 2020; Lin & Huang, 2021; C. Liu & Chiu, 2018).
Job satisfaction is a pivotal construct in organizational research that may affect the relationship between task performance and turnover intention. Locke (1976) defined job satisfaction as “a positive emotional state that arises from an organization member’s evaluation of their work or work experience” (p. 1300). Job satisfaction is intricately linked to task performance and subsequent rewards, as employees’ expectations regarding the relationship between their efforts and outcomes shape their job satisfaction levels (Vroom, 1964). Researchers have found that when rural teachers experience desirable outcomes (e.g., rewards, recognition, and career advancement opportunities) as a result of their high task performance, their job satisfaction tends to rise significantly (Katebi et al., 2022), fostering a positive work attitude and subsequently diminishing their turnover intention (Bhatti et al., 2019; Bowling et al., 2015). Moreover, researchers have found an inverse relationship between job satisfaction and turnover intention across various industries and contexts (see, e.g., Gebregziabher et al., 2020; Imran et al., 2020; Puhakka et al., 2021; Rahman, 2020).
Organizational identity, defined as individuals’ sense of belonging and identification with their organization (Mael & Ashforth, 1992), has emerged as another crucial factor in this relationship. As rural teachers excel in their tasks and attribute their success to the organization’s values and goals, they develop a stronger sense of organizational identity (Mael & Ashforth, 1992). This fortified identity fosters loyalty, commitment, and a sense of belonging, creating a positive feedback loop that reinforces positive work behaviors and attitudes (Burke & Tully, 1977). Scholars have shown across diverse contexts that a robust organizational identity significantly reduces turnover intention (Chang et al., 2022; Riketta, 2005; Yan et al., 2021).
On the basis of these theoretical considerations and recent empirical evidence, we proposed the following hypotheses:
Hypothesis 1: Higher task performance will lead to lower turnover intention among rural teachers.
Hypothesis 2: Job satisfaction will mediate the relationship between task performance and turnover intention.
Hypothesis 3: Organizational identity will mediate the relationship between task performance and turnover intention.
Method
Participants
We surveyed 728 rural teachers from three schools in the villages surrounding Shangluo City in northwest China, which are in the major urban area of Shaanxi and thus fall within the jurisdiction of the Shaanxi Teacher Development Center. After rigorous screening, we discarded 89 incomplete or invalid forms and retained 639 valid responses. Participants’ age ranged from 26 to 60 years (M = 40.2, SD = 8.5), their mean length of teaching experience was 16.7 years (SD = 7.3), and the mean number of classes they taught per week was 5.1 (SD = 1.2). Among the valid respondents, 289 (45.2%) were men and 350 were women (54.8%). After completing the questionnaires, each teacher was given a notebook worth RMB 8 (USD 1.10) as compensation.
We also distributed task performance assessments to the teachers’ direct supervisors to ensure the comprehensiveness of our data and to acknowledge the critical role supervisors play. Their age ranged from 35 to 60 years old (M = 45.6, SD = 7.8), and they had a mean length of experience as a supervisor of 20.3 years (SD = 8.1).
Procedure
Data collection took place between September 2023 and March 2024. Prior to distributing our online survey, we engaged in thorough communication with the leaders of the schools, explaining the purpose, significance, and methodology of the research to ensure their support and cooperation. This study strictly followed the relevant regulations of the Declaration of Helsinki and was approved by the ethics committee of Shangluo University. After obtaining consent from the school leaders, we finalized the list of rural teachers participating in the research. Then, we provided a detailed explanation of the purpose of our research and its content to all participants, emphasizing that participation was voluntary and we would adhere to confidentiality principles to guarantee the protection of their rights and interests.
For the rural teachers who communicated interest in participating in our research, we arranged a suitable environment, such as a school meeting room or an empty classroom, in which they could sign the informed consent form and complete the survey. The items encompassed their work performance, job satisfaction, organizational identification, and turnover intention. For the task performance assessments, we provided supervisors with the necessary forms and instructions to evaluate the teachers based on work quality, efficiency, and completion. In addition, we requested that they complete the evaluations independently and confidentially to ensure accuracy and reliability of the data.
Measures
Job Satisfaction
We employed the six-item Job Satisfaction Scale initially developed by Tsui et al. (1992) and later translated into Chinese by C. P. Li et al. (2006). A sample item is “On the whole, I am delighted with my current job.” Items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores indicating greater job satisfaction.
Task Performance
To assess teachers’ task performance we utilized a questionnaire initially developed by Farh et al. (1991) and subsequently translated by Shu and Liang (2015). This instrument mandates that teachers’ direct supervisors evaluate the teachers under investigation, primarily focusing on three dimensions: work quality (e.g., “The teacher consistently produces work of high quality”), efficiency (e.g., “The teacher completes tasks in a timely and efficient manner”), and completion (e.g., “The teacher consistently finishes all assigned tasks”). All items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores indicating higher levels of task performance.
Turnover Intention
We utilized the four-item questionnaire developed by Huang and Cao (2008) to assess turnover intention. A sample item is “I have never wanted to find another job.” Items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores indicating a lower intention of leaving their current job.
Organizational Identity
To assess the organizational identity of teachers we employed the five-item scale initially developed by Smidts et al. (2001) and later translated into Chinese by Gao and Zhao (2014). A sample item is “The fate between me and our unit is connected.” Items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with higher scores indicating a stronger sense of organizational identity.
Results
Reliability, Convergent Validity, and Discriminant Validity Analysis
First, we used Mplus software to test the reliability, convergent validity, and discriminant validity of the constructed measurement model. According to Fornell and Larcker (1981), a measurement model has good reliability and convergent validity when the standard loadings exceed .36, composite reliability exceeds .70, and average variance extracted (AVE) exceeds .50. The results in Table 1 support the model’s reliability. In addition, the square roots of AVE were greater than the correlations between each pair of dimensions, indicating acceptable discriminant validity.
Table 1. Analysis of Reliability, Convergent Validity, and Discriminant Validity
Note. CR = composite reliability; AVE = average variance extracted. Square roots of average variance extracted are shown on the diagonal. Pearson correlation coefficients are shown below the diagonal.
Descriptive Statistics and Correlation Matrix
Table 2 presents the descriptive statistics and correlation matrix for the study variables.
Table 2. Descriptive Statistics and Correlation Matrix
Note. ** p < .01.
The results show that there were significant positive correlations among task performance, organizational identity, and job satisfaction. Therefore, teachers who exhibited higher levels of task performance also tended to have stronger organizational identities and higher job satisfaction. Meanwhile, all three variables were significantly and negatively correlated with turnover intention, suggesting that as teachers’ task performance, organizational identity, and job satisfaction increased, their likelihood of turnover decreased.
Multiple Mediation Analysis
We used Mplus software to test the relationship between task performance and turnover intention among rural teachers, as well as the mediating role of job satisfaction and organizational identity in this process. The results in Table 3 show that the task performance of rural teachers directly affected their turnover intention, supporting Hypothesis 1. In addition, task performance affected their turnover intention through both organizational identity and job satisfaction, supporting Hypotheses 2 and 3 (see Figure 1).
Table 3. Multiple Mediation Analysis
Note. CI = confidence interval; LL = lower limit; UL = upper limit. Confidence intervals are based on 1,000 bootstrapped resamples.
Figure 1. Multiple Meditation Effects Model
Multiple Mediation Comparison Analysis
Since task performance affected rural teachers’ turnover intention through organizational identity and job satisfaction, we also used Mplus software to explore whether there was any difference between organizational identity and job satisfaction. The results show that the mediating effect of organizational identity on task performance and turnover intention was significantly greater than that of job satisfaction (see Table 4).
Table 4. Comparison of Multiple Mediation Effects
Note. TP = task performance; OI = organizational identity; TI = turnover intention; JS = job satisfaction; CI = confidence interval; LL = lower limit; UL = upper limit. Confidence intervals are based on 1,000 bootstrapped resamples.
Discussion
This study created a theoretical framework to examine the predictive relationship between rural teachers’ task performance and turnover intention and explore the mediating roles of job satisfaction and organizational identity. In line with our first hypothesis and previous research findings (e.g., Cui et al., 2022; Haque, 2021; A. N. Liu et al., 2022; C. Liu & Chiu, 2018; Yücel, 2021; Zhao et al., 2022), we found that rural teachers’ task performance significantly and negatively predicted turnover intention. Teachers with outstanding performance tend to remain in rural education, which is a decision likely motivated by receiving recognition, higher salaries, expanded career opportunities, job autonomy, and respect from students, parents, and society. In the context of social exchange theory (Blau, 1964), these social and economic benefits reinforce their commitment to their current work status.
In addition to the direct relationship between task performance and turnover intention, we examined the mediating role of job satisfaction and organizational identity. Aligning with our second hypothesis and with Mobley’s (1977) job satisfaction–turnover model, job satisfaction mediated the relationship between task performance and turnover intention. Furthermore, we found that organizational identity mediated the relationship between task performance and turnover intention, which is in line with our third hypothesis and previous research findings demonstrating the importance of organizational identity in teachers’ career choices (Bharadwaj et al., 2022; Derakhshan et al., 2020). These results are further illuminated by social identity theory, which provides a theoretical foundation for understanding how rural teachers who excel in their tasks and receive recognition from their schools develop a stronger sense of identity, motivating them to persist in the face of challenges (Shah et al., 2021; Wang & Zhang, 2021).
In addition, our results show that organizational identity exerted a more substantial mediating influence than did job satisfaction. This finding echoes Meyer et al.’s (1991) three-component model of organizational commitment, which emphasizes the depth of emotional commitment fostered by organizational identity. These findings build upon and extend the existing literature on rural teacher turnover through explicitly exploring and comparing the relative mediating influences of job satisfaction and organizational identity, demonstrating the stronger influence of the latter.
Practical Implications
Our research has important implications for rural schools and educational administrations. First, we recommend that schools foster teachers’ organizational identity through improved working environments, ample development opportunities, and team-building initiatives. These practices could enhance teachers’ enthusiasm, loyalty, and task performance, ultimately reducing turnover intention. Furthermore, we recommend that educational administrations establish policies that prioritize teachers’ organizational identity and job satisfaction, such as fair salary initiatives and refined evaluation and incentive mechanisms. If resources are limited, we recommend that administrations focus on developing organizational identity, as our findings show that this factor had a particularly strong effect on reducing rural teachers’ turnover intention.
Limitations and Future Research Directions
This study has limitations. First, data collection relied primarily on self-reported surveys, which may be subject to biases or inaccuracies. Future research could incorporate observations, interviews, or third-party evaluations to enhance data objectivity. Second, turnover intention is influenced by multiple factors beyond those explored in this study, including personal career aspirations and compensation. Future studies could explore a broader range of influencing factors to gain a deeper understanding of teachers’ turnover decisions. Last, our sample comprised primarily rural teachers in China, limiting the generalizability of our findings. Future research could expand the sample diversity to include educators from various regions and cultural settings.
Conclusion
This study examined the predictive relationship between task performance and rural teachers’ turnover intention, exploring the mediating roles of job satisfaction and organizational identity. Through explicitly exploring and comparing their relative mediating influences, this study has made a distinct contribution to existing theoretical frameworks on teachers’ turnover intention and task performance. The findings highlight the importance of organizational identity in shaping teachers’ turnover decisions and offer practical recommendations for rural schools and educational administrations to mitigate turnover and enhance education quality.
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Table 1. Analysis of Reliability, Convergent Validity, and Discriminant Validity
Note. CR = composite reliability; AVE = average variance extracted. Square roots of average variance extracted are shown on the diagonal. Pearson correlation coefficients are shown below the diagonal.
Table 2. Descriptive Statistics and Correlation Matrix
Note. ** p < .01.
Table 3. Multiple Mediation Analysis
Note. CI = confidence interval; LL = lower limit; UL = upper limit. Confidence intervals are based on 1,000 bootstrapped resamples.
Figure 1. Multiple Meditation Effects Model
Table 4. Comparison of Multiple Mediation Effects
Note. TP = task performance; OI = organizational identity; TI = turnover intention; JS = job satisfaction; CI = confidence interval; LL = lower limit; UL = upper limit. Confidence intervals are based on 1,000 bootstrapped resamples.
This work was supported by the Key Project of the Teacher Development Research Program Project of Shaanxi Teacher Development Research Institute (SJS2022ZD007).
The authors declare no competing interests.
The data that support the findings of this study are available on request from the corresponding author.
Sha Shen, School of Educational Science and Technology, Northwest Minzu University, No. 1, Xibeixincun, Lanzhou City, Gansu Province, 730030, People’s Republic of China. Email: [email protected]
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