Prosociality as a mediator between teacher collaboration and turnover intention
Year of publication
2020
Authors
Yada, Takumi; Räikkönen, Eija; Imai-Matsumura, Kyoko; Shimada, Hiroshi; Koike, Rihei; Jäppinen, Aini-Kristiina
Abstract
Purpose. The purpose of this paper is to investigate the mediating role of prosociality, which is defined in terms of helping and benefitting others, between teacher collaboration and their turnover intentions. Prosociality was measured as prosocial impact and prosocial motivation. Design/methodology/approach. This study was conducted through a cross-sectional survey of 260 elementary and junior high school teachers in Japan. A structural equational model was employed to examine the mediating roles of prosocial impact and prosocial motivation in the relationships between teacher collaboration and their turnover intention. Findings. The results, first, supported the hypotheses: the high perception of teacher collaboration in school predicted high perceived prosocial impact; high perceived prosocial impact predicted high perceived prosocial motivation; and high perceived prosocial motivation predicted decreased turnover intention. Second, results supported partial mediating roles of prosocial impact and prosocial motivation between teacher collaboration and turnover intention. Research limitations/implications. Limitations of this study include cross-sectional data that may limit the potential for causal inferences, and self-report data. Future studies should incorporate alternative designs. Practical implications. Results indicate that teacher collaboration contributes to less teacher turnover intention via prosociality. Thus, to enhance teachers’ prosocial impact, more opportunities to realise their collaboration should be considered. Originality/value. This is the first study to explore the relationships between teacher collaboration and turnover intention in educational organisations with prosociality, which resides as core goals and objectives of teachers.
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Publication type
Publication format
Article
Parent publication type
Journal
Article type
Original article
Audience
ScientificPeer-reviewed
Peer-ReviewedMINEDU's publication type classification code
A1 Journal article (refereed), original researchPublication channel information
Publisher
Volume
34
Issue
3
Pages
535-548
ISSN
Publication forum
Publication forum level
1
Open access
Open access in the publisher’s service
No
Self-archived
Yes
Other information
Fields of science
Business and management; Educational sciences
Keywords
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Publication country
United Kingdom
Internationality of the publisher
International
Language
Finnish
International co-publication
Yes
Co-publication with a company
No
DOI
10.1108/IJEM-10-2018-0309
The publication is included in the Ministry of Education and Culture’s Publication data collection
Yes