Teachers’ Turnover Intentions in View of Implementing a Flexible Learning System: An Extended Theory of Planned Behavior

Recent reports associate teachers’ turnover intentions as a response to disruptions and transition of the teaching-learning process (e.g., flexible learning) due COVID-19 pandemic. This study explores antecedents intention teach in learning system (FLS) their via an extended theory planned behavior (TPB). Using cross-sectional survey, 417 valid responses were analyzed model this phenomenon, with self-efficacy digital nativity antecedent variables job satisfaction organizational commitment predictors attitudes. We also examined whether FLS is moderated by age. Results from Partial Least Squares-Structural Equation Modeling (PLS-SEM) generate insights 12 hypothesized paths proposed model. uncover salient findings such (1) TPB explains 61% overall variations FLS, (2) attitude positively explained commitment, (3) influence attitude, subjective norm, perceived behavioral control context teaching strongest predictor intention, (4) negative relationship between teachers, (5) age has no moderating effect on FLS. Some practical future research works are outlined light these findings.