The Impact of Job and Organizational Embeddedness on Turnover Intention of Education Teachers: The Moderating Role of Career Stage

The purpose of this study is to investigate the relationship between job embeddedness and organizational embeddedness on turnover intention with regard to the moderating role of career stage. This research is an applied one in terms of purpose and a descriptive survey research based on data gathering method. The statistical population of the study was the first course school teachers of 22 districts from Tehran municipality and sampling method was random clustering. Johnson et al. (2010), Mitchel et al. (2001), Akgunduz & Sanli (2017) and Ng et al. (2019) questionnaires were used for data collection regarding to job embeddedness, organizational embeddedness, turnover intention and career stage variables. The data were analyzed using structural equation modeling. The findings showed that organizational embeddedness had a significant negative effect on turnover intention of teachers but there was no significant relationship between job embeddedness and turnover intention. Career stage had a partial moderating role in this regard, meaning that transition from career stage (establishment, maintenance, and disengagement) increased the negative effect of organizational embeddedness on turnover intention. In addition, among three career stages, in establishment and disengagement stages there was a significant negative relationship between job embeddedness and turnover intention. At the end of the article, theoretical and practical suggestions based on the conclusion are presented, which will help decision makers in the field of education.