A1 Journal article (refereed)
Prosociality as a mediator between teacher collaboration and turnover intention (2020)
Yada, T., Räikkönen, E., Imai-Matsumura, K., Shimada, H., Koike, R., & Jäppinen, A.-K. (2020). Prosociality as a mediator between teacher collaboration and turnover intention. International Journal of Educational Management, 34(3), 535-548. https://doi.org/10.1108/IJEM-10-2018-0309
JYU authors or editors
Publication details
All authors or editors: Yada, Takumi; Räikkönen, Eija; Imai-Matsumura, Kyoko; Shimada, Hiroshi; Koike, Rihei; Jäppinen, Aini-Kristiina
Journal or series: International Journal of Educational Management
ISSN: 0951-354X
eISSN: 1758-6518
Publication year: 2020
Volume: 34
Issue number: 3
Pages range: 535-548
Publisher: Emerald
Publication country: United Kingdom
Publication language: Finnish
DOI: https://doi.org/10.1108/IJEM-10-2018-0309
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66024
Abstract
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.
Keywords: teachers; cooperation (general); prosociality; psychological effects; social effects; motivation (mental objects); labour turnover; committing oneself
Free keywords: teacher collaboration; turnover intention; prosocial motivation; other-orientation; prosocial impact
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2020
JUFO rating: 1