幼儿园教师的高离职率是世界各国幼儿园都面临的问题，而离职意向是离职行为最直接的前因变量和最佳的预测变量。幼儿园教师的高离职率会影响教师队伍的稳定，降低学前教育质量，影响幼儿的发展。已有研究表明，工作家庭冲突和组织承诺是影响离职意向的重要变量，然而针对幼儿园教师群体的离职意向与工作家庭冲突、组织承诺关系的研究很少，且没有对比幼儿园初任教师和熟手教师三者关系的异同，因此本研究对此进行深入探讨。

本研究采用问卷调查法，选取内蒙古和广西省两个地区的1513名幼儿园教师为研究对象，以推拉理论为理论基础，以刺激-认知-反应模型为模型框架构建结构方程模型，探究幼儿园教师离职意向的现状及与工作家庭冲突、组织承诺的关系，并在此基础上对比幼儿园初任教师和熟手教师三者关系之间的异同。所得研究结果如下：

（1）幼儿园教师离职意向整体处于中等水平。

（2）幼儿园教师离职意向在年龄、编制、任教所在地、园所性质、学历和月收入上存在显著差异。具体表现为：年龄越大，幼儿园教师的离职意向水平越低；没有编制的幼儿园教师离职意向显著高于有编制的教师；任教所在地在城市的幼儿园教师离职意向显著高于在乡镇的幼儿园教师；民办幼儿园教师的离职意向显著高于公办幼儿园教师；本科及以上学历的幼儿园教师离职意向显著低于中专（高中）、大专的幼儿园教师；月收入为2500元及以下的幼儿园教师离职意向显著高于月收入为2501-4000元和4501元以上的幼儿园教师。幼儿园教师离职意向在性别和所学专业上不存在显著差异。

（3）幼儿园初任教师的离职意向显著高于熟手教师。

（4）幼儿园教师工作家庭冲突正向预测离职意向，负向预测组织承诺，幼儿园教师组织承诺负向预测离职意向，组织承诺在工作家庭冲突和离职意向的关系中发挥部分中介作用。

（5）幼儿园初任教师组织承诺在工作家庭冲突和离职意向的关系中发挥部分中介作用。

（6）幼儿园熟手教师工作家庭冲突不能直接预测离职意向，组织承诺在工作家庭冲突和离职意向的关系中发挥完全中介作用。

根据以上结论，本研究提出如下建议：

（1）关注幼儿园教师工资待遇，尽量做到同工同酬；

（2）支持和促进非在编和民办幼儿园教师的专业发展；

（3）合理安排幼儿园教师工作，减轻其工作负担；

（4）创设温暖的组织氛围，促进教师之间沟通交流；

（5）关注幼儿园初任教师工作适应情况，及时予以帮助；

（6）为幼儿园熟手教师提供发展平台，促进其职业发展。

The high turnover rate of preschool teachers has been a problem faced by preschools all over the world, and turnover intention is the most direct antecedent variable and the best predictor of turnover behavior. The high turnover rate of preschool teachers will affect the stability of the teaching staff, reduce the quality of preschool education, and influence children’s development. Existing research shows that work-family conflict and organizational commitment are important variables which influence turnover intention. However, there are few studies on the relationship between turnover intention, work-family conflict and organizational commitment in the group of preschool teachers, and no comparative study on the relationship of the three variables between beginning teachers and experienced teachers. So it is necessary to explore the relationships.

In this study, a total of 1,513 preschool teachers from Inner Mongolia and Guangxi were selected as the research participants. This study used questionnaires to collect the data. Based on push-pull theory and stimulus-consciousness-response model to explore the current situation of preschool teachers’ turnover intention and its relationship with work-family conflict and organizational commitment using structural equation model, and to compare the relationship of the three variables between beginning teachers and experienced teachers. The results are as follows:

(1) The turnover intention of preschool teachers is generally at the medium level.

(2) The turnover intention of preschool teachers has significant differences in age, establishment, teaching location, nature of preschool, education background and monthly income. Specifically, the older the preschool teachers, the lower level of turnover intention. The turnover intention of preschool teachers without establishment is significantly higher than that of teachers with establishment. The turnover intention of urban preschool teachers is significantly higher than that of teachers in rural areas. The turnover intention of private preschool teachers is significantly higher than that of public preschool teachers. The turnover intention of preschool teachers with bachelor degree or above is significantly lower than that of teachers with technical secondary school (high school) or junior college. The turnover intention of preschool teachers with monthly income of 2500 yuan and below is significantly higher than that of teachers with monthly income of 2501-4000 yuan and above 4501 yuan. There is no significant difference in gender and major of preschool teachers' turnover intention.

(3) The turnover intention of preschool beginning teachers is significantly higher than that of experienced teachers.

(4) Preschool teachers' work-family conflict positively predicts turnover intention and negatively predicts organizational commitment which predicts turnover intention negatively. Organizational commitment plays a partial mediating role in the relationship between work-family conflict and turnover intention.

(5) The organizational commitment of preschool beginning teachers plays a partial mediating role in the relationship between work-family conflict and turnover intention.

(6) The work-family conflict of preschool experienced teachers cannot predict turnover intention directly, and organizational commitment plays a completely mediating role in the relationship between work-family conflict and turnover intention.

According to the above conclusions, this study proposes the following suggestions:

(1) Pay attention to the salary of preschool teachers and try to achieve equal pay for equal work;

(2) Support and promote the professional development of unorganized and private preschool teachers;

(3) Arrange the work of preschool teachers reasonably to reduce their workload;

(4) Create the warm organizational atmosphere to promote communication among teachers;

(5) Focus on the adjustment of preschool beginning teachers to work, and give timely help;

(6) Provide a development platform for preschool experienced teachers to promote their career development.