Marisa LaokulrachLi, Huawei2024-12-162024-12-162024https://repository.nida.ac.th/handle/123456789/7020Thesis (Ph.D. (Management))--National Institute of Development Administration, 2024The higher education system in China has undergone tremendous changes in the past few decades, with a notable feature being the rapid rise and development of private universities. After decades of development, private higher education has shown strong vitality with flexible and diverse forms of operation and management mechanisms. With the continuous development and reform of China's higher education system, private universities have played an important role in the cultivation of talented teachers and social services. By the end of 2023, there were 789 private universities in China, accounting for 25.66% of the total number of universities in the country, and they have become an important part of higher education in China. With the rapid development of private universities, private university teachers are a rapidly growing professional group in the current field of education. As the core force of education and teaching, they are the cornerstone of the survival and prosperity of private universities, and play a crucial role in improving teaching quality and the reputation of educational institutions. In recent years, the problem of teacher turnover in private universities has become increasingly severe due to factors such as society, environment, economy, and development. The significant loss of teaching staff has to some extent hindered the development of private universities and has also attracted considerable attention from various private universities. As an important part of the teaching staff in private universities, the continuous loss of young teachers will inevitably weaken the stability of the entire teaching staff. In the long term, it will affect the development of institutions and have adverse effects on individual teachers and the entire education system. In order to explore the influencing factors on the turnover of young teachers in private universities in China and provide a theoretical basis for developing targeted intervention measures, this study combines social cognition theory, the March and Simon Model, and psychological capital theory to construct a comprehensive theoretical model that includes professional identity, social intelligence, perceived behavioral control, and psychological capital as independent variables, job satisfaction as a mediating variable, organizational support as a moderating variable, and teacher turnover intentions as a dependent variable. This provides a multidimensional and multi-level analytical framework for future related research. This research uses the snowball sampling questionnaire survey method to select young teachers under the age of 40 from private universities in Henan, Guangdong, Shandong, and Hubei provinces, which rank among the top four in terms of the number of private universities in China, as the research subjects for the data collection. After organizing the collected questionnaire data, descriptive statistical analysis, reliability, validity, and structural equation modeling were used to verify whether the hypothesis was supported. The results of this analysis are as follows: psychological capital plays an indispensable role in human capital retention, and psychological capital is positively correlated with the job satisfaction of young teachers in private universities, with a significant negative impact on turnover intention. There is a significant positive correlation between professional identity and job satisfaction among young teachers in private universities, and a significant negative impact on turnover intention. Social intelligence has a positive impact on job satisfaction among young teachers in private universities and a significant negative impact on turnover intention. There is a significant positive correlation between perceived behavioral control and job satisfaction among young teachers in private universities, but there is no negative impact on turnover intention. Job satisfaction had a significant negative impact on turnover intention and played a mediating role in the effects of professional identity, perceived behavioral control, and psychological capital. Organizational support plays a significant moderating role in the impact pathways of professional identity, social intelligence, psychological capital, and job satisfaction on turnover intentions. The results of this study provide a new perspective for understanding the trend of young teacher turnover in private universities. Our study article proposes targeted countermeasures and suggestions on how private universities can use psychological capital theory and social cognitive theory to attract and retain young teachers. These measures will not only improve teachers' job satisfaction, reduce their turnover tendency, and effectively retain human capital, but will also promote the long-term stable development of institutions and the improvement of education quality, which plays an important role in promoting the stability and development of the education system.236 leavesapplication/pdfengThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Human capital -- RetentionPsychological capitalHuman capitalCollege teachers -- ChinaTurnover -- Employees -- Chinatext::thesis::doctoral thesis10.14457/NIDA.the.2024.20