Occupational Self-Efficacy and Turnover Intention among Chinese Vocational College Teachers: The Mediating Role of Job Burnout from a Social Cognitive Perspective

Huang Ying; Wong Siew Ping

doi:10.71222/84fmvj42

Authors

Huang Ying City University Malaysia, Petaling Jaya, Selangor, Malaysia; Heze Vocational College, Heze, Shandong, China Author
Wong Siew Ping City University Malaysia, Petaling Jaya, Selangor, Malaysia Author

DOI:

https://doi.org/10.71222/84fmvj42

Keywords:

occupational self-efficacy, job burnout, turnover intention, vocational college teachers, Social Cognitive Theory

Abstract

Grounded in Social Cognitive Theory, this study examines the mediating role of job burnout in the relationship between occupational self-efficacy and turnover intention among Chinese vocational college teachers. A cross-sectional survey was conducted with 1,000 teachers from higher vocational colleges in China, employing validated scales to measure each construct. Structural equation modeling (SEM) was used to test the hypothesized relationships. The results indicate a significant negative effect of occupational self-efficacy on turnover intention, suggesting that teachers with higher self-efficacy are less likely to leave their profession. Additionally, occupational self-efficacy is negatively associated with job burnout, indicating that teachers with greater confidence are better equipped to manage work-related stressors. In turn, job burnout positively predicts turnover intention, confirming its adverse impact on teachers' career stability. Mediation analysis further revealed that job burnout partially mediates the relationship between occupational self-efficacy and turnover intention. This study extends Social Cognitive Theory to the vocational education context and provides empirical evidence from China. Practically, the findings emphasize the importance of enhancing teachers' self-efficacy and mitigating job burnout to improve retention. Policy implications include strengthening career development opportunities, enhancing institutional support systems, and implementing targeted interventions for younger teachers who may be more vulnerable to turnover.

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