Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore
With the increasing demand for Early Intervention Programme for Infants and Children (EIPIC) services, early childhood special education teachers face immense challenges, including high job demands and insufficient job resources. This may potentially lead to burnout and attrition. There have b...
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sg-ntu-dr.10356-1750192024-04-21T15:32:15Z Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore Kong, Wei Xuan Ho Moon-Ho, Ringo School of Social Sciences HOmh@ntu.edu.sg Social Sciences Early childhood special education Self-efficacy Work motivation Job satisfaction Burnout Turnover intentions Serial mediation With the increasing demand for Early Intervention Programme for Infants and Children (EIPIC) services, early childhood special education teachers face immense challenges, including high job demands and insufficient job resources. This may potentially lead to burnout and attrition. There have been little to no research that has investigated on the potential factors that may affect early childhood special education teachers’ burnout and attrition. This study aims to fill the gap by examining the relationship between self-efficacy in classroom management and turnover intentions through the mediation of work motivation, job satisfaction, and burnout among early childhood special education teachers in Singapore. The study employed a cross-sectional survey design with data from 166 early childhood special education teachers across four EIPIC organisations, employing self-report measures including the Perceived Self-Efficacy in Classroom Management scale, the Work Extrinsic and Intrinsic Motivation scale, the Teacher Job Satisfaction scale, the Maslach Burnout Inventory-Educators survey, and the Intention to Quit scale. Findings revealed that work motivation, teacher job satisfaction, and job burnout fully mediated the relationship between self-efficacy in classroom management and turnover intentions, indicating these factors sequentially influence teachers’ decision to leave. The study also emphasises the importance of enhancing job resources in early childhood special education teachers in Singapore. Job resources such as self-efficacy, intrinsic motivation, and teacher job satisfaction can help to mitigate burnout and turnover intentions. Limitations, implications of the findings of this study, and future direction are discussed. Bachelor's degree 2024-04-18T08:16:44Z 2024-04-18T08:16:44Z 2024 Final Year Project (FYP) Kong, W. X. (2024). Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/175019 https://hdl.handle.net/10356/175019 en application/pdf Nanyang Technological University |
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Social Sciences Early childhood special education Self-efficacy Work motivation Job satisfaction Burnout Turnover intentions Serial mediation |
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Social Sciences Early childhood special education Self-efficacy Work motivation Job satisfaction Burnout Turnover intentions Serial mediation Kong, Wei Xuan Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
description |
With the increasing demand for Early Intervention Programme for Infants and Children
(EIPIC) services, early childhood special education teachers face immense challenges,
including high job demands and insufficient job resources. This may potentially lead to
burnout and attrition. There have been little to no research that has investigated on the
potential factors that may affect early childhood special education teachers’ burnout and
attrition. This study aims to fill the gap by examining the relationship between self-efficacy
in classroom management and turnover intentions through the mediation of work motivation,
job satisfaction, and burnout among early childhood special education teachers in Singapore.
The study employed a cross-sectional survey design with data from 166 early childhood
special education teachers across four EIPIC organisations, employing self-report measures
including the Perceived Self-Efficacy in Classroom Management scale, the Work Extrinsic
and Intrinsic Motivation scale, the Teacher Job Satisfaction scale, the Maslach Burnout
Inventory-Educators survey, and the Intention to Quit scale. Findings revealed that work
motivation, teacher job satisfaction, and job burnout fully mediated the relationship between
self-efficacy in classroom management and turnover intentions, indicating these factors
sequentially influence teachers’ decision to leave. The study also emphasises the importance
of enhancing job resources in early childhood special education teachers in Singapore. Job
resources such as self-efficacy, intrinsic motivation, and teacher job satisfaction can help to
mitigate burnout and turnover intentions. Limitations, implications of the findings of this
study, and future direction are discussed. |
author2 |
Ho Moon-Ho, Ringo |
author_facet |
Ho Moon-Ho, Ringo Kong, Wei Xuan |
format |
Final Year Project |
author |
Kong, Wei Xuan |
author_sort |
Kong, Wei Xuan |
title |
Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
title_short |
Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
title_full |
Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
title_fullStr |
Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
title_full_unstemmed |
Self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in Singapore |
title_sort |
self-efficacy and turnover intentions: modelling of triple-serial mediators of work motivation, job satisfaction, and job burnout among early childhood special education teachers in singapore |
publisher |
Nanyang Technological University |
publishDate |
2024 |
url |
https://hdl.handle.net/10356/175019 |
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1806059740638216192 |