Mediating Analysis of Job Satisfaction on the Relationship between Administrative Support and Turnover Intention of Early Childhood Education Teachers

Abstract

Teacher turnover remains a significant concern within educational institutions, necessitating a deeper understanding of the factors influencing teachers’ intention to leave the profession. This study examined the mediating role of job satisfaction in the relationship between administrative support and turnover intention. Employing a predictive research design, data were collected from 251 respondents selected through total enumeration and subsequently analysed using mediation analysis. The findings revealed that, although job satisfaction was significantly correlated with both administrative support and turnover intention, it did not mediate the relationship between the predictor and the criterion variables. These results provide support for the General Systems Theory by highlighting the interconnected nature of organisational factors within educational settings. The study suggests that future research should investigate alternative mediating variables and incorporate qualitative approaches to gain deeper contextual insights. In addition, school leaders and educational administrators are encouraged to allocate greater attention and resources directly towards strengthening administrative support mechanisms as a strategy for mitigating teacher turnover.