ENGAGEMENT AND ORGANIZATIONAL COMMITMENT ON INTENTION AMONG GENERATION Z TEACHERS IN Y COLLEGE IN GUANGXI, CHINA

Abstract

This study focuses on Generation Z teachers (born between 1995 and 2009) at Y higher vocational education institutions in Guangxi, China, aiming to explore the effects of work engagement and organizational commitment on turnover intention. Adopting a theoretical perspective of educational management, the study utilized a questionnaire survey designed with a five-point Likert scale as the primary research tool. Data collected from the survey were analyzed using Statistical software through a series of methods, including reliability and validity testing, descriptive statistical analysis, correlation analysis, and multiple regression analysis. A relational model was constructed to examine the mechanism underlying the influence of work engagement and organizational commitment on turnover intention. The results reveal a significant negative correlation between work engagement and turnover intention, indicating that higher levels of work engagement are associated with lower turnover intention. Additionally, organizational commitment was also found to exhibit a significant negative impact on turnover intention, suggesting that teachers with stronger emotional attachment and a sense of responsibility toward their institutions are less likely to leave their positions. The findings enrich the theoretical framework on the psychology and behavior of teachers in higher vocational education, providing empirical evidence for future studies. From a practical perspective, this study offers valuable insights for improving teacher stability and formulating effective policies to motivate Generation Z teachers, contributing to sustainable development and quality enhancement in vocational education.