The Impact Of Social Support On Teachers' Turnover Intention In Underdeveloped Areas

With the rapid development of China's economy and society,the process of urbanization is speeding up,more and more education resources are flowing to the eastern developed areas,and many excellent teachers are beginning to gather in the East,which has a serious impact on the stability of the teachers' team,especially for the underdeveloped areas in the central and western regions,making the education level which is already very backward even worse.Although in recent years,the government has made many measures to speed up the development of education in the central and western regions,the working and living conditions of teachers in some regions have improved,and the treatment has improved,but a large number of teachers still choose to leave,so how to reduce the turnover tendency of teachers in underdeveloped regions has become a major problem for local schools and education departments.The low level of social support is an important factor that leads to teachers' turnover intention.Teachers' professional adaptation and professional identity also have a close impact on their turnover intention.By studying the relationship between the four,this paper reveals the intermediary role of professional adaptation and professional identity in the relationship between social support and turnover intention of teachers in underdeveloped areas,which is of great significance for stabilizing the teachers in underdeveloped areas.In this study,403 teachers in underdeveloped areas were surveyed by social support scale,teachers' professional adaptation scale,teachers' professional identity scale and turnover intention questionnaire.The statistical analysis methods such as independent sample T test,one-way ANOVA,correlation analysis and intermediary function test were used to conduct empirical research,and finally the following research conclusions were obtained:(1)Teachers in underdeveloped areas have a low level of social support,occupational adaptation and professional identity are generally at a medium level,and the tendency to leave has reached a medium level;(2)There are significant differences in gender,marital status,home location and teaching age in the social support sense of teachers in underdeveloped areas.There are significant differences in occupational adaptation in gender,home location,school location and teaching age.There are significant differences in occupational identity in home location and teaching age.There are significant differences in turnover intention in marital status and teaching age;(3)There is a significant positive correlation between teachers' social support and turnover intention in underdeveloped areas,and their social support can negatively predict turnover intention;(4)The professional adaptation of teachers in underdeveloped areas plays an intermediary role in the relationship between their social support and turnover intention;(5)The professional identity of teachers in underdeveloped areas plays an intermediary role in the relationship between their social support and turnover intention;(6)The professional adaptation and identity of teachers in underdeveloped areas play a chain mediating role in the relationship between their social support and turnover intention.