Chinese English teachers' occupational intention during distance education: The role of burnout and job-related stress.

Since turnover intention has a negative impact on teachers' productivity, a bulk of educational research has studied the personal, organizational, and emotional predictors of this construct. Nevertheless, the predictive function of burnout and job-related stress as two emotional factors has been less attended to by scholars. To address this gap, the current empirical study explored the role of burnout and job-related stress in Chinese English teachers' turnover intention during distance education. In doing so, three pre-designed questionnaires were distributed among 221 Chinese teachers. Having collected the needed data, the researcher analyzed the datasets through the Pearson correlation test and multiple regression analysis. As a result of the correlation test, positive, direct relationships were found between burnout, job-related stress, and teacher turnover intention. Moreover, the results of the regression analysis evinced the significant role of burnout and job-related stress in predicting Chinese English teachers' turnover intention. The implications of the results are thoroughly discussed. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)