SES, Relative Deprivation, Perceived Kindergarten Support and Turnover Intention in Chinese Teachers during the COVID-19 Pandemic: A Moderated Mediation Model

Research Findings: This study examined the relationship between Chinese early childhood teachers’ socioeconomic status and turnover intention during the COVID-19 pandemic, with relative deprivation and perceived support as the mediator/moderator. Altogether 1070 early childhood teachers were recruited and surveyed online. The statistical results indicated that (1) Socioeconomic status was negatively associated with early childhood teachers’ turnover intention; (2) relative deprivation partially mediated the relationship between socioeconomic status and early turnover intention; and (3) perceived kindergarten support moderated the relationship between socioeconomic status and relative deprivation and turnover intention. Practice or Policy: Boosting socioeconomic status might not be workable, but reducing relative deprivation and offering social support could be implemented to prevent turnover intention in Chinese early childhood teachers during the COVID-19 pandemic.