Prosociality as a mediator between teacher collaboration and turnover intention

Abstract

Purpose The purpose of this paper is to investigate the mediating role of prosociality, which is defined in terms of helping and benefitting others, between teacher collaboration and their turnover intentions. Prosociality was measured as prosocial impact and prosocial motivation. Design/methodology/approach This study was conducted through a cross-sectional survey of 260 elementary and junior high school teachers in Japan. A structural equational model was employed to examine the mediating roles of prosocial impact and prosocial motivation in the relationships between teacher collaboration and their turnover intention. Findings The results, first, supported the hypotheses: the high perception of teacher collaboration in school predicted high perceived prosocial impact; high perceived prosocial impact predicted high perceived prosocial motivation; and high perceived prosocial motivation predicted decreased turnover intention. Second, results supported partial mediating roles of prosocial impact and prosocial motivation between teacher collaboration and turnover intention. Research limitations/implications Limitations of this study include cross-sectional data that may limit the potential for causal inferences, and self-report data. Future studies should incorporate alternative designs. Practical implications Results indicate that teacher collaboration contributes to less teacher turnover intention via prosociality. Thus, to enhance teachers’ prosocial impact, more opportunities to realise their collaboration should be considered. Originality/value This is the first study to explore the relationships between teacher collaboration and turnover intention in educational organisations with prosociality, which resides as core goals and objectives of teachers.

Work Stress and Work Motivation on Employee’s Turnover Intention Mediated by Organizational Commitment

“…Hard work done with encouragement or motivation will result in a separate organizational commitment for employees in doing their work. This is in line with previous research stating that there is a significant influence between work motivation and turnover intention (Bonenberger et al, 2014;Dysvik & Kuvaas, 2010;Yada et al, 2020).…”

“…This can also be interpreted to mean that the higher the work motivation of FEC employees, the lower the turnover intention rate in the Sumapapua I room and vice versa, the lower the work motivation of FEC employees, the higher the turnover intention rate of FEC employees in the RuangGuru Sumapapua I room. This is in line with previous research conducted by Bonenberger et al (2014), Dysvik &Kuvaas (2010), andYada et al (2020), explaining that work motivation has a significant effect on turnover intention.…”

“…While the research results from Yang et al (2016) and Tziner et al (2015) showed that work stress had no significant effect on turnover intention. Meanwhile, the results of the study between the variables of work motivation to turnover intention, the results of research conducted by Bonenberger et al (2014), Yada et al (2020), and Dysvik and Kuvaas (2010) mentioned that work motivation has a significant effect on turnover intention. The results of research conducted by Tran et al (2020), as well as Putri and Rumangkit (2017) mentioned that work motivation has no significant effect on turnover intention.…”

Sosyal Sorumluluk ve Prososyal Motivasyon İle İşe Bağlılık ve İşkoliklik Arasındaki İlişkide Bir Aracılık Modeli

“…Teaching has a positive social impact as it brings great benefits to others. This positive social effect can increase teachers' prosocial motivation (Yada et al, 2020). Philosophy and ethics are at the root of prosocial motivation.…”

“…Bu nedenle öğretmenlik, sosyal etkisi olumlu bir meslektir. Bu olumlu sosyal etkinin öğretmenlerin prososyal motivasyonunu artırması olasıdır (Yada, Räikkönen, Imai-Matsumura, Shimada, Koike ve Jäppinen, 2020). Öğretmenlerin prososyal motivasyonu, öğrencilerin ihtiyaçlarını veya isteklerini bir öğretmenin ne ölçüde dikkate aldığını ve öğretmelerin sınıf ve okul dışında öğrencilerle olan bağlantısını ya da iletişini içermektedir (Crane, 2017).…”