Primary Female Teachers’ Workload, Work-family Interference, Affective Commitment, and Turnover Intention: Structural Equation Modeling from a Realist Social Theory Perspective

doi:10.16382/j.cnki.1000-5560.2023.09.004

Abstract

Abstract:

China’s education policy has placed emphasis on teacher workload. Along with the increasing complexity of teachers’ work, it is essential to note the impact of workload components on their job performance. Based on Archer’s realist social theory, this study explores the relationships between teacher workload, work-family interference, affective commitment, and turnover intention through a questionnaire survey of primary female teachers in 13 primary schools in Hainan Province. The results indicate that participants’ time spent on teaching practice, with students, and on miscellaneous tasks had direct or indirect effects on their turnover intention, whereas time spent on professional development and administrative/management tasks had no significant effect. The research presented both theoretical and practical implications in view of its findings.

Key words: realist social theory, teacher workload, miscellaneous task, work-family interference, turnover intention

Shenji Zhou, Miao Xu, Heng Wang. Primary Female Teachers’ Workload, Work-family Interference, Affective Commitment, and Turnover Intention: Structural Equation Modeling from a Realist Social Theory Perspective[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 56-70.

Figures/Tables 7

工作任务时间	路径	效应值	标准误	p	95%置信区间
工作任务时间	路径	效应值	标准误	p	下限	上限
教学实践时间	总效应	?0.001	0.038	0.978	?0.079	0.072
	直接效应	?0.077	0.033	0.019*	?0.143	?0.014
	总间接效应	0.076	0.023	0.001**	0.031	0.121
	→工作-家庭干涉→离职倾向	0.072	0.015	0.026*	0.044	0.103
	→情感承诺→离职倾向	?0.016	0.015	0.310	?0.046	0.016
	→工作-家庭干涉→情感承诺→离职倾向	0.019	0.005	0.000***	0.011	0.032
专业发展时间	总效应	0.008	0.036	0.820	?0.063	0.076
	直接效应	0.009	0.035	0.794	?0.069	0.071
	总间接效应	?0.001	0.021	0.957	?0.043	0.041
	→工作-家庭干涉→离职倾向	?0.007	0.014	0.620	?0.037	0.026
	→情感承诺→离职倾向	0.008	0.016	0.634	?0.021	0.043
	→工作-家庭干涉→情感承诺→离职倾向	?0.002	0.004	0.623	?0.010	0.005
行政管理时间	总效应	0.012	0.044	0.786	?0.068	0.104
	直接效应	?0.006	0.034	0.861	?0.069	0.065
	总间接效应	0.018	0.027	0.511	?0.035	0.074
	→工作-家庭干涉→离职倾向	0.024	0.016	0.130	?0.007	0.055
	→情感承诺→离职倾向	?0.012	0.016	0.447	?0.042	0.022
	→工作-家庭干涉→情感承诺→离职倾向	0.006	0.004	0.146	?0.001	0.016
学生生活时间	总效应	?0.035	0.041	0.393	?0.113	0.046
	直接效应	0.053	0.036	0.141	?0.015	0.128
	总间接效应	?0.088	0.023	0.000***	?0.133	?0.044
	→工作-家庭干涉→离职倾向	?0.041	0.015	0.008**	?0.074	?0.012
	→情感承诺→离职倾向	?0.036	0.015	0.020*	?0.068	?0.008
	→工作-家庭干涉→情感承诺→离职倾向	?0.011	0.005	0.019*	?0.022	?0.003
杂事时间	总效应	0.210	0.045	0.000***	0.124	0.301
	直接效应	0.078	0.037	0.036*	0.003	0.150
	总间接效应	0.132	0.016	0.000***	0.082	0.187
	→工作-家庭干涉→离职倾向	0.089	0.016	0.000***	0.062	0.123
	→情感承诺→离职倾向	0.019	0.019	0.302	?0.013	0.059
	→工作-家庭干涉→情感承诺→离职倾向	0.024	0.006	0.000***	0.014	0.038

References 0

	常亚慧, & 胡叶雯. “专业母亲”: 女教师的身份调适与融通苏州大学学报(教育科学版) 2022 10 02 38 48 常亚慧, & 胡叶雯. (2022). “专业母亲”: 女教师的身份调适与融通. 苏州大学学报(教育科学版),10(02),38—48.
	高中华, & 赵晨. 工作家庭两不误为何这么难? 基于工作家庭边界理论的探讨心理学报 2014 04 552 568 高中华, & 赵晨. (2014). 工作家庭两不误为何这么难? 基于工作家庭边界理论的探讨. 心理学报,(04),552—568.
	李新. 教师的工作负担及其影响因素研究——基于中国教育追踪调查(2014~2015学年)数据的实证分析上海教育科研 2019 03 5 9+78 李新. (2019). 教师的工作负担及其影响因素研究—基于中国教育追踪调查(2014~2015学年)数据的实证分析. 上海教育科研,(03),5—9+78.
	李新翠. 中小学教师工作量的超负荷与有效调适中国教育学刊 2016 02 56 60 李新翠. (2016). 中小学教师工作量的超负荷与有效调适. 中国教育学刊,(02),56—60.
	李新翠. 中小学教师工作负荷: 结构、水平与类型湖南师范大学教育科学学报 2021 20 02 82 89 李新翠. (2021). 中小学教师工作负荷: 结构、水平与类型. 湖南师范大学教育科学学报,20(02),82—89.
	李艳红. 教师工作与家庭关系研究述评西北师大学报(社会科学版) 2011 48 01 96 101 李艳红. (2011). 教师工作与家庭关系研究述评. 西北师大学报(社会科学版),48(01),96—101.
	林忠, 鞠蕾 & 陈丽. 工作—家庭冲突研究与中国议题: 视角、内容和设计管理世界 2013 09 154 171 林忠, 鞠蕾 & 陈丽. (2013). 工作—家庭冲突研究与中国议题: 视角、内容和设计. 管理世界,(09),154—171.
	罗枭, & 侯浩翔. 义务教育阶段教师对“双减”的政策感知分析与改进建议中国电化教育 2022 03 22 29 罗枭, & 侯浩翔. (2022). 义务教育阶段教师对“双减”的政策感知分析与改进建议. 中国电化教育,(03),22—29.
	沈伟. (2012). 中国大陆教育质量保障系统中的教研员: H市教研员的角色、身份与能动性变迁的研究. 博士学位论文, 香港: 香港中文大学.
	王洁, & 宁波. 国际视域下上海教师工作时间与工作负担: 基于TALIS数据的实证研究教师教育研究 2018 30 06 81 88 王洁, & 宁波. (2018). 国际视域下上海教师工作时间与工作负担: 基于TALIS数据的实证研究. 教师教育研究,30(06),81—88.
	翁清雄, & 席酉民. 职业成长与离职倾向: 职业承诺与感知机会的调节作用南开管理评论 2010 2 119 131 翁清雄, & 席酉民. (2010). 职业成长与离职倾向: 职业承诺与感知机会的调节作用. 南开管理评论,(2),119—131.
	张倩. 从资源配置到制度安排——国际比较视域下的教师减负教育研究 2022 02 29 43 张倩. (2022). 从资源配置到制度安排—国际比较视域下的教师减负. 教育研究,(02),29—43.
	中国社会科学院语言研究所词典编辑室. (2016). 现代汉语词典(第7版). 北京: 商务印书馆.
	Ahlgren, C., & Gillander Gådin, K. Struggle for time to teach: Teachers’ experiences of their work situation Work 2011 40 Supplement 1 111 118 Ahlgren, C., & Gillander Gådin, K. (2011). Struggle for time to teach: Teachers’ experiences of their work situation. Work, 40(Supplement 1), 111—118.
	Ainsworth, S., & Oldfield, J. Quantifying teacher resilience: Context matters Teaching and Teacher Education 2019 82 117 128 Ainsworth, S., & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82, 117—128. doi: 10.1016/j.tate.2019.03.012
	Allen, N. J., & Meyer, J. P. The measurement and antecedents of affective, continuance and normative commitment to the organization Journal of Occupational Psychology 1990 63 1 1 18 Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1—18. doi: 10.1111/j.2044-8325.1990.tb00506.x
	Allodi, M. W., & Fischbein, S. Teachers’ perceptions of their work environment in Swedish junior high schools Research in Comparative and International Education 2012 7 3 376 393 Allodi, M. W., & Fischbein, S. (2012). Teachers’ perceptions of their work environment in Swedish junior high schools. Research in Comparative and International Education, 7(3), 376—393. doi: 10.2304/rcie.2012.7.3.376
	Al-Mahdy, Y. F. H., & Alazmi, A. A. Principal support and teacher turnover intention in Kuwait: Implications for policymakers Leadership and Policy in Schools 2023 22 1 44 59 Al-Mahdy, Y. F. H., & Alazmi, A. A. (2023). Principal support and teacher turnover intention in Kuwait: Implications for policymakers. Leadership and Policy in Schools, 22(1), 44—59. doi: 10.1080/15700763.2021.1879168
	Alvarado, L. E., & Bretones, F. D. New working conditions and well-being of elementary teachers in Ecuador Teaching and Teacher Education 2018 69 234 242 Alvarado, L. E., & Bretones, F. D. (2018). New working conditions and well-being of elementary teachers in Ecuador. Teaching and Teacher Education, 69, 234—242. doi: 10.1016/j.tate.2017.10.015
	Antinaho, T., Kivinen, T., Turunen, H., & Partanen, P. Nurses’ working time use–how value adding it is? Journal of Nursing Management 2015 23 8 1094 1105 Antinaho, T., Kivinen, T., Turunen, H., & Partanen, P. (2015). Nurses’ working time use–how value adding it is?. Journal of Nursing Management, 23(8), 1094—1105. doi: 10.1111/jonm.12258
	Archer, M. S. (1995). Realist social theory: the morphogenetic approach. Cambridge: Cambridge University Press.
	Archer, M. S. (2000). Being human: the problem of agency. Cambridge: Cambridge University Press.
	Ballet, K., & Kelchtermans, G. Struggling with workload: Primary teachers’ experience of intensification Teaching and Teacher Education 2009 25 8 1150 1157 Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: Primary teachers’ experience of intensification. Teaching and Teacher Education, 25(8), 1150—1157. doi: 10.1016/j.tate.2009.02.012
	Bian, X., & Wang, J. Women’s career interruptions: An integrative review European Journal of Training and Development 2019 43 9 801 820 Bian, X., & Wang, J. (2019). Women’s career interruptions: An integrative review. European Journal of Training and Development, 43(9), 801—820. doi: 10.1108/EJTD-03-2019-0040
	Brady, J., & Wilson, E. Comparing sources of stress for state and private school teachers in England Improving Schools 2022 25 2 205 220 Brady, J., & Wilson, E. (2022). Comparing sources of stress for state and private school teachers in England. Improving Schools, 25(2), 205—220. doi: 10.1177/13654802211024758
	Butt, G., & Lance, A. Secondary teacher workload and job satisfaction: Do successful strategies for change exist? Educational Management Administration & Leadership 2005 33 4 401 422 Butt, G., & Lance, A. (2005). Secondary teacher workload and job satisfaction: Do successful strategies for change exist?. Educational Management Administration & Leadership, 33(4), 401—422.
	Caetano, A. Defining personal reflexivity: A critical reading of Archer’s approach European Journal of Social Theory 2015 18 1 60 75 Caetano, A. (2015). Defining personal reflexivity: A critical reading of Archer’s approach. European Journal of Social Theory, 18(1), 60—75. doi: 10.1177/1368431014549684
	Carroll, A., Flynn, L., O’Connor, E. S., Forrest, K., Bower, J., Fynes-Clinton, S., York, A., & Ziaei, M. In their words: listening to teachers’ perceptions about stress in the workplace and how to address it Asia-Pacific Journal of Teacher Education 2021 49 4 420 434 Carroll, A., Flynn, L., O’Connor, E. S., Forrest, K., Bower, J., Fynes-Clinton, S., York, A., & Ziaei, M. (2021). In their words: listening to teachers’ perceptions about stress in the workplace and how to address it. Asia-Pacific Journal of Teacher Education, 49(4), 420—434. doi: 10.1080/1359866X.2020.1789914
	Chen, B., & Zhao, C. More is less: Homeroom teachers’ administrative duties and students’ achievements in China Teaching and Teacher Education 2022 119 103857 Chen, B., & Zhao, C. (2022). More is less: Homeroom teachers’ administrative duties and students’ achievements in China. Teaching and Teacher Education, 119, 103857. doi: 10.1016/j.tate.2022.103857
	Cinamon, R. G., Rich, Y., & Westman, M. Teachers’ occupation-specific work-family conflict The Career Development Quarterly 2007 55 3 249 261 Cinamon, R. G., Rich, Y., & Westman, M. (2007). Teachers’ occupation-specific work-family conflict. The Career Development Quarterly, 55(3), 249—261. doi: 10.1002/j.2161-0045.2007.tb00081.x
	Conte, J. M., Aasen, B., Jacobson, C., O’Loughlin, C., & Toroslu, L. Investigating relationships among polychronicity, work-family conflict, job satisfaction, and work engagement Journal of Managerial Psychology 2019 34 7 459 473 Conte, J. M., Aasen, B., Jacobson, C., O’Loughlin, C., & Toroslu, L. (2019). Investigating relationships among polychronicity, work-family conflict, job satisfaction, and work engagement. Journal of Managerial Psychology, 34(7), 459—473. doi: 10.1108/JMP-01-2018-0046
	Day, C., & Hong, J. Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge Teaching and Teacher Education 2016 59 115 125 Day, C., & Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115—125. doi: 10.1016/j.tate.2016.05.015
	Day, C., & Leitch, R. Teachers’ and teacher educators’ lives: The role of emotion Teaching and Teacher Education 2001 17 4 403 415 Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403—415. doi: 10.1016/S0742-051X(01)00003-8
	De Neve, D., & Devos, G. Psychological states and working conditions buffer beginning teachers’ intention to leave the job European Journal of Teacher Education 2016 40 1 6 27 De Neve, D., & Devos, G. (2016). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40(1), 6—27.
	Erdamar, G., & Demirel, H. Investigation of work-family, family-work conflict of the teachers Procedia-Social and Behavioral Sciences 2014 116 4919 4924 Erdamar, G., & Demirel, H. (2014). Investigation of work-family, family-work conflict of the teachers. Procedia-Social and Behavioral Sciences, 116, 4919—4924. doi: 10.1016/j.sbspro.2014.01.1050
	Good, A. G., Fox Barocas, S., Chávez-Moreno, L. C., Feldman, R., & Canela, C. A seat at the table: How the work of teaching impacts teachers as policy agents Peabody Journal of Education 2017 92 4 505 520 Good, A. G., Fox Barocas, S., Chávez-Moreno, L. C., Feldman, R., & Canela, C. (2017). A seat at the table: How the work of teaching impacts teachers as policy agents. Peabody Journal of Education, 92(4), 505—520. doi: 10.1080/0161956X.2017.1349490
	Green, F. British teachers’ declining job quality: evidence from the Skills and Employment Survey Oxford Review of Education 2021 47 3 386 403 Green, F. (2021). British teachers’ declining job quality: evidence from the Skills and Employment Survey. Oxford Review of Education, 47(3), 386—403. doi: 10.1080/03054985.2020.1847719
	Gu, Y., Wang, R., & You, X. Recovery experiences moderate the impact of work stressors on well-being: A two-wave study of preschool teachers Early Childhood Education Journal 2020 48 189 202 Gu, Y., Wang, R., & You, X. (2020). Recovery experiences moderate the impact of work stressors on well-being: A two-wave study of preschool teachers. Early Childhood Education Journal, 48, 189—202. doi: 10.1007/s10643-019-00994-w
	Guo, Y., & Li, X. Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models Journal of Education for Teaching 2022 1 16 Guo, Y., & Li, X. (2022). Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models. Journal of Education for Teaching, 1—16.
	Hargreaves, A. Teachers’ work and the politics of time and space International Journal of Qualitative Studies in Education 1990 3 4 303 320 Hargreaves, A. (1990). Teachers’ work and the politics of time and space. International Journal of Qualitative Studies in Education, 3(4), 303—320. doi: 10.1080/0951839900030401
	Hayes, A. F. Beyond Baron and Kenny: Statistical mediation analysis in the new millennium Communication Monographs 2009 76 4 408 420 Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408—420. doi: 10.1080/03637750903310360
	Jerrim, J., & Sims, S. When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks Teaching and Teacher Education 2021 105 103395 Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. doi: 10.1016/j.tate.2021.103395
	Kim, K. N. Teachers’ administrative workload crowding out instructional activities Asia Pacific Journal of Education 2019 39 1 31 49 Kim, K. N. (2019). Teachers’ administrative workload crowding out instructional activities. Asia Pacific Journal of Education, 39(1), 31—49. doi: 10.1080/02188791.2019.1572592
	Kumar, S., & Mellsop, G. (2013). Burnout: Gender aspects. In S. Bährer-Kohler (Ed. ), Burnout for experts: Prevention in the context of living and working (pp. 99−117). Cham: Springer.
	Kuwato, M., & Hirano, Y. Sense of coherence, occupational stressors, and mental health among Japanese high school teachers in Nagasaki prefecture: A multiple regression analysis BMC Public Health 2020 20 1 1 8 Kuwato, M., & Hirano, Y. (2020). Sense of coherence, occupational stressors, and mental health among Japanese high school teachers in Nagasaki prefecture: A multiple regression analysis. BMC Public Health, 20(1), 1—8. doi: 10.1186/s12889-019-7969-5
	Lau, J., Vähäsantanen, K., & Collin, K. Teachers’ professional agency in a centralisation-decentralisation system and a hierarchical cultural context: the case of Hong Kong Pedagogy, Culture & Society 2022 1 21 Lau, J., Vähäsantanen, K., & Collin, K. (2022). Teachers’ professional agency in a centralisation-decentralisation system and a hierarchical cultural context: the case of Hong Kong. Pedagogy, Culture & Society, 1—21.
	Lawrence, D. F., Loi, N. M., & Gudex, B. W. Understanding the relationship between work intensification and burnout in secondary teachers Teachers and Teaching 2019 25 2 189 199 Lawrence, D. F., Loi, N. M., & Gudex, B. W. (2019). Understanding the relationship between work intensification and burnout in secondary teachers. Teachers and Teaching, 25(2), 189—199. doi: 10.1080/13540602.2018.1544551
	Li, R., & Yao, M. What promotes teachers’ turnover intention? Evidence from a meta-analysis Educational Research Review 2022 37 100477 Li, R., & Yao, M. (2022). What promotes teachers’ turnover intention? Evidence from a meta-analysis. Educational Research Review, 37, 100477. doi: 10.1016/j.edurev.2022.100477
	Li, X., Guo, Y., & Zhou, S. Chinese preschool teachers’ income, work-family conflict, organizational commitment, and turnover intention: a serial mediation model Children and Youth Services Review 2021 128 106005 Li, X., Guo, Y., & Zhou, S. (2021). Chinese preschool teachers’ income, work-family conflict, organizational commitment, and turnover intention: a serial mediation model. Children and Youth Services Review, 128, 106005. doi: 10.1016/j.childyouth.2021.106005
	Liu, S., & Onwuegbuzie, A. J. Chinese teachers’ work stress and their turnover intention International Journal of Educational Research 2012 53 160 170 Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160—170. doi: 10.1016/j.ijer.2012.03.006
	Lyu, X., & Fan, Y. Research on the relationship of work family conflict, work engagement and job crafting: A gender perspective Current Psychology 2022 41 1767 1777 Lyu, X., & Fan, Y. (2022). Research on the relationship of work family conflict, work engagement and job crafting: A gender perspective. Current Psychology, 41, 1767—1777. doi: 10.1007/s12144-020-00705-4
	McInerney, D. M., Ganotice Jr, F. A., King, R. B., Marsh, H. W., & Morin, A. J. Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers Teaching and Teacher Education 2015 52 11 23 McInerney, D. M., Ganotice Jr, F. A., King, R. B., Marsh, H. W., & Morin, A. J. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education, 52, 11—23. doi: 10.1016/j.tate.2015.08.004
	Noor, N. M., & Zainuddin, M. Emotional labor and burnout among female teachers: Work-family conflict as mediator Asian Journal of Social Psychology 2011 14 4 283 293 Noor, N. M., & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work-family conflict as mediator. Asian Journal of Social Psychology, 14(4), 283—293. doi: 10.1111/j.1467-839X.2011.01349.x
	Philipp, A., & Kunter, M. How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle Teaching and Teacher Education 2013 35 1 12 Philipp, A., & Kunter, M. (2013). How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle. Teaching and Teacher Education, 35, 1—12. doi: 10.1016/j.tate.2013.04.014
	Pogodzinski, B. Collegial support and novice teachers’ perceptions of working conditions Journal of Educational Change 2014 15 4 467 489 Pogodzinski, B. (2014). Collegial support and novice teachers’ perceptions of working conditions. Journal of Educational Change, 15(4), 467—489. doi: 10.1007/s10833-013-9221-x
	Price, D., & McCallum, F. Ecological influences on teachers’ well-being and “fitness” Asia-Pacific Journal of Teacher Education 2015 43 3 195 209 Price, D., & McCallum, F. (2015). Ecological influences on teachers’ well-being and “fitness”. Asia-Pacific Journal of Teacher Education, 43(3), 195—209. doi: 10.1080/1359866X.2014.932329
	Prilleltensky, I., Neff, M., & Bessell, A. Teacher stress: What it is, why it's important, how it can be alleviated Theory into Practice 2016 55 2 104 111 Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it's important, how it can be alleviated. Theory into Practice, 55(2), 104—111. doi: 10.1080/00405841.2016.1148986
	Rajendran, N., Watt, H. M., & Richardson, P. W. Teacher burnout and turnover intent The Australian Educational Researcher 2020 47 3 477 500 Rajendran, N., Watt, H. M., & Richardson, P. W. (2020). Teacher burnout and turnover intent. The Australian Educational Researcher, 47(3), 477—500. doi: 10.1007/s13384-019-00371-x
	Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions Social Psychology of Education 2020 23 837 859 Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837—859. doi: 10.1007/s11218-020-09567-x
	Saks, K., Hunt, P., Leijen, Ä., & Lepp, L. To stay or not to stay: An empirical model for predicting teacher persistence British Journal of Educational Studies 2022 70 6 693 717 Saks, K., Hunt, P., Leijen, Ä., & Lepp, L. (2022). To stay or not to stay: An empirical model for predicting teacher persistence. British Journal of Educational Studies, 70(6), 693—717. doi: 10.1080/00071005.2021.2004995
	Sawyer, R. K. (2005). Social emergence: Societies as complex systems. New York: Cambridge University Press.
	Smith, D., & Hall, M. An empirical examination of a three-component model of professional commitment among public accountants Behavioral Research in Accounting 2008 20 1 75 92 Smith, D., & Hall, M. (2008). An empirical examination of a three-component model of professional commitment among public accountants. Behavioral Research in Accounting, 20(1), 75—92. doi: 10.2308/bria.2008.20.1.75
	Stacey, M., Wilson, R., & McGrath-Champ, S. Triage in teaching: The nature and impact of workload in schools Asia Pacific Journal of Education 2022 42 4 772 785 Stacey, M., Wilson, R., & McGrath-Champ, S. (2022). Triage in teaching: The nature and impact of workload in schools. Asia Pacific Journal of Education, 42(4), 772—785. doi: 10.1080/02188791.2020.1777938
	Stringer, P., & Blaik Hourani, R. Home-school relationships: a school management perspective Educational Research for Policy and Practice 2013 12 149 174 Stringer, P., & Blaik Hourani, R. (2013). Home-school relationships: a school management perspective. Educational Research for Policy and Practice, 12, 149—174. doi: 10.1007/s10671-012-9134-0
	Tiplic, D., Brandmo, C., & Elstad, E. Antecedents of Norwegian beginning teachers’ turnover intentions Cambridge Journal of Education 2015 45 4 451 474 Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451—474. doi: 10.1080/0305764X.2014.987642
	Toropova, A., Myrberg, E., & Johansson, S. Teacher job satisfaction: The importance of school working conditions and teacher characteristics Educational Review 2021 73 1 71 97 Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71—97. doi: 10.1080/00131911.2019.1705247
	van der Want, A. C., Schellings, G. L. M., & Mommers, J. Experienced teachers dealing with issues in education: a career perspective Teachers and Teaching 2018 24 7 802 824 van der Want, A. C., Schellings, G. L. M., & Mommers, J. (2018). Experienced teachers dealing with issues in education: a career perspective. Teachers and Teaching, 24(7), 802—824. doi: 10.1080/13540602.2018.1481024
	Walker, M., Worth, J., & Van den Brande, J. (2019). Teacher workload survey 2019: Research report. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/ uploads/attachment_data/file/855933/teacher_workload_survey_2019_main_report_ame nded.pdf.
	Wang, X., & Wang, T. Chinese teachers’ imaginaries: comparing the pros and cons of Chinese education and other education systems Compare:A Journal of Comparative and International Education 2021 51 5 725 744 Wang, X., & Wang, T. (2021). Chinese teachers’ imaginaries: comparing the pros and cons of Chinese education and other education systems. Compare:A Journal of Comparative and International Education, 51(5), 725—744. doi: 10.1080/03057925.2019.1672521
	Yang, R., You, X., Zhang, Y., Lian, L., & Feng, W. Teachers’ mental health becoming worse: The case of China International Journal of Educational Development 2019 70 1 9 Yang, R., You, X., Zhang, Y., Lian, L., & Feng, W. (2019). Teachers’ mental health becoming worse: The case of China. International Journal of Educational Development, 70, 1—9.
	Zabek, F., Lyons, M. D., Alwani, N., Taylor, J. V., Brown-Meredith, E., Cruz, M. A., & Southall, V. H. Roles and functions of school mental health professionals within comprehensive school mental health systems School Mental Health 2023 15 1 1 18 Zabek, F., Lyons, M. D., Alwani, N., Taylor, J. V., Brown-Meredith, E., Cruz, M. A., & Southall, V. H. (2023). Roles and functions of school mental health professionals within comprehensive school mental health systems. School Mental Health, 15(1), 1—18.
	Zavelevsky, E., & Lishchinsky, O. S. An ecological perspective of teacher retention: An emergent model Teaching and Teacher Education 2020 88 102965 Zavelevsky, E., & Lishchinsky, O. S. (2020). An ecological perspective of teacher retention: An emergent model. Teaching and Teacher Education, 88, 102965. doi: 10.1016/j.tate.2019.102965
	Zeng, Y., & Day, C. Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions Teachers and Teaching 2019 25 3 379 397 Zeng, Y., & Day, C. (2019). Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions. Teachers and Teaching, 25(3), 379—397. doi: 10.1080/13540602.2019.1593822
	Zhao, Y., Sang, B., Ding, C., Li, T., Wu, J., & Xia, Y. Moderating effect of work stress on the relationship between workload and professional identity among in-service teachers Current Psychology 2022 1 10 Zhao, Y., Sang, B., Ding, C., Li, T., Wu, J., & Xia, Y. (2022). Moderating effect of work stress on the relationship between workload and professional identity among in-service teachers. Current Psychology, 1—10.
	Zhou, S., & Ye, J. Why they kept committed: Emotional drives of rotating teachers in the context of teacher rotation policy in china Beijing International Review of Education 2022 4 1 54 76 Zhou, S., & Ye, J. (2022). Why they kept committed: Emotional drives of rotating teachers in the context of teacher rotation policy in china. Beijing International Review of Education, 4(1), 54—76. doi: 10.1163/25902539-bja10013
	Zhou, S., Li, X., & Gao, B. Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China: A serial mediation model Children and Youth Services Review 2020 113 104997 Zhou, S., Li, X., & Gao, B. (2020). Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China: A serial mediation model. Children and Youth Services Review, 113, 104997. doi: 10.1016/j.childyouth.2020.104997

工作类型	具体工作	工作时间（小时）			时间占比	类型总计
工作类型	具体工作	均值	标准差	差异系数	时间占比	类型总计
教学实践	独自备课	6.50	5.41	0.83	16.17%	25.01 (62.26%)
	上课	7.93	2.68	0.34	19.75%
	辅导学生或与学生谈话	3.03	2.31	0.76	7.54%
	批改作业或试卷	7.55	5.51	0.73	18.79%
专业发展	参加培训	3.79	4.32	1.14	9.45%	6.70 (16.69%)
专业发展	跟其他老师一起合作研讨	2.91	2.39	0.82	7.24%	6.70 (16.69%)
行政管理	承担行政管理工作	2.90	5.28	1.82	7.21%	2.90 (7.22%)
学生生活	与家长沟通或交流	2.21	1.85	0.84	5.49%	2.48 (6.18%)
学生生活	去宿舍查房	0.28	0.88	3.20	0.69%	2.48 (6.18%)
杂事	处理学校中的各种杂事	3.08	3.53	1.15	7.66%	3.08 (7.66%)

	1	2	3	4	5	6	7	8
1. 工作-家庭干涉	1
2. 情感承诺	?0.294***	1
3. 离职倾向	0.380***	?0.456***	1
4. 教学实践时间	0.204***	0.005	?0.005	1
5. 专业发展时间	0.014	?0.001	0.022	0.179***	1
6. 行政管理时间	0.136***	?0.013	0.050	0.033	0.062	1
7. 学生生活时间	0.055	0.054	0.007	0.352***	0.246***	0.077*	1
8. 杂事时间	0.278***	?0.120***	0.184***	0.208***	0.098**	0.421**	0.208**	1
平均值（M）	4.00	5.28	4.45	25.01	6.70	2.90	2.48	3.08
标准差（SD）	1.38	0.80	0.93	10.90	5.20	5.28	2.09	3.53

	模型1	模型2	模型3	模型4	模型5
教学实践时间	?0.015 (0.003)
专业发展时间		0.019 (0.007)
行政管理时间			0.052 (0.007)
学生生活时间				0.023 (0.019)
杂事时间					0.159*** (0.011)
个体层面控制变量	√	√	√	√	√
连续项	√	√	√	√	√
学校层面固定效应	√	√	√	√	√
样本量	906	906	906	906	906
R²	0.089	0.089	0.091	0.089	0.113

	收敛效度检验			区分效度检验
	因子载荷范围	CR	AVE	1	2	3
1. 工作-家庭干涉	0.74~0.91	0.923	0.751	0.751
2. 情感承诺	0.68~0.89	0.889	0.669	0.086	0.669
3. 离职倾向	0.48~0.88	0.826	0.555	0.144	0.208	0.555
建议值	>0.4	>0.7	>0.5	对角线数字大于对应的行和列

[1]	Yige Yang, Fuquan Huang, Zishan Liang. Effects of Reduction on Teacher’s Teaching Load in the Lesson Development of AI-Led Instruction: A Pilot Study [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 46-62.
[2]	Yanling Wang. The Change of Influencing Factors of Rural Teachers’ Turnover Intention: The Comparison before and after the Implementation of the Rural Teachers Support Plan of Yunnan Province (2015—2020) [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 85-99.
[3]	Tao Wang, Mengzhuo Li, Shanhuai Liu, Xue Zhang. Research on the Influence Mechanism of the Turnover Intention of Rural Preschool Teachers under the Background of Rural Revitalization: Analysis of a Moderated Mediation Model [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(6): 82-96.
[4]	DU Ping, XIE Yao. A Study on Teacher Salary and Teacher Turnover Intention in Rural Primary and Secondary Schools [J]. Journal of East China Normal University(Educationa, 2019, 37(1): 103-115+169.