目的：（1）探究凉山彝族自治州中小学教师的留任意愿现状。（2）分析组织气氛对教师留任意愿的影响。（3）探究凉山彝族自治州中小学教师教学效能感、职业压力、组织气氛和留任意愿之间的关系，验证教学效能感和职业压力在组织气氛和教师留任意愿之间的链式中介作用。

方法：（1）采用学校组织气氛描述问卷-修订版、教师教学效能感量表、教师职业压力问卷和员工留任量表进行问卷调查，了解凉山地区教师留任意愿现状，以及学校组织气氛、教学效能感、职业压力与教师留任意愿的关系。（2）采用内含型设计的方法在凉山彝族自治州选取6名教师进行深入访谈。最终讨论以问卷数据分析为主，结合访谈资料对数据分析的结果进行解释。

结果：（1）凉山彝族自治州中小学教师的留任意愿总体得分平均值超过量表的理论中值，整体留任意愿水平较高。（2）通过独立样本T检验和单因素方差分析发现，留任意愿在性别、学校所在地、学校类别、教龄上存在显著差异，男性教师在留任意愿得分上显著低于女性教师；县级以上地区的教师在留任意愿得分上显著低于乡镇及农村地区的教师；中学教师在留任意愿得分上显著低于小学教师；留任意愿的得分随教龄的增长呈现正增长的趋势，教龄越大，留任意愿越高。（3）通过Pearson相关分析发现，组织气氛、教学效能感、职业压力和留任意愿四个变量两两之间均呈现显著相关关系（p＜.001），组织气氛与教学效能感、留任意愿两两之间呈显著正相关，与职业压力之间呈显著负相关；教学效能感与职业压力之间呈显著负相关，与留任意愿之间呈显著正相关；职业压力与留任意愿之间呈显著负相关。（4）组织气氛不仅能显著正向预测留任意愿，还会通过中介路径对留任意愿产生间接效应；教学效能感在组织气氛和留任意愿之间的中介作用显著；职业压力在组织气氛和留任意愿之间的中介作用显著。（5）教学效能感和职业压力在组织气氛和教师留任意愿之间起链式中介作用。

结论：（1）凉山彝族自治州中小学的组织气氛对教师留任意愿有显著正向预测作用。（2）教学效能感在组织气氛与教师留任意愿之间存在部分中介效应。（3）职业压力在组织气氛与教师留任意愿之间存在部分中介效应。（4）教学效能感、职业压力在组织气氛与教师留任意愿之间存在链式中介效应。

Objective: (1) To explore the current situation of teachers' retention intention in Liangshan Yi Autonomous Prefecture. (2) Analyze the influence of organizational climate on teachers' retention intention. (3) Exploring the relationship among teachers' teaching efficacy, career pressure, organizational climate and retention intention in Liangshan Yi Autonomous Prefecture., and verifying the chain mediating role of teaching efficacy and career pressure on the relationship between school organizational climate and teachers' retention intention.

Methods: (1) To investigate the current situation of teachers' retention intention and the relationship between organizational climate, teachers' teaching efficacy, career pressure and teacher retention in Liangshan Yi Autonomous Prefecture, the Organizational Climate Description Questionnaire-RE, the Teacher's Teaching Effectiveness Scale, the Teacher's Occupational Stress Questionnaire and the Employee Retention Scale were used. (2) The method of inclusion design was adopted to select teachers in Liangshan Yi Autonomous Prefecture for in-depth interviews.. The final discussion mainly focused on questionnaire data analysis, combined with the interview data to explain the results of data analysis.

Results: (1) The average score of retention intention of primary and secondary school teachers in Liangshan Yi Autonomous Prefecture exceeded the theoretical median of the scale, and the overall retention intention level was high. (2) Through the independent sample t-test and one-way ANOVA, it is found that there are significant differences in retention intention among gender, school location, school category and teaching age. Male teachers score significantly lower than female teachers in retention intention. The retention intention scores of teachers in counties are significantly lower than those in towns and rural areas. The retention intention score of junior and senior high school teachers was significantly lower than that of primary school teachers. The score of retention intention shows a positive trend with the increase of teaching years. The longer the teaching years are, the higher the retention intention is. (3) According to Pearson correlation analysis, organizational climate, teaching efficacy, career pressure and retention intention are all significantly correlated with each other (p<.001). There is a significant positive correlation between organizational climate and teaching efficacy and retention intention, and a significant negative correlation with career pressure. There was a significant negative correlation between teaching efficacy and career pressure, and a significant positive correlation with retention intention. There was a significant negative correlation between occupational stress and retention intention. (4) Organizational climate not only positively predicts retention intention, but also indirectly affects retention intention through mediating path; teaching efficacy played a significant mediating role between organizational climate and retention intention. Career pressure has a significant mediating effect between organizational climate and retention intention. (5) Teaching efficacy and career pressure play a chain mediating role in the relationship between organizational climate and teachers' retention intention.

Conclusion: (1) The organizational climate of primary and secondary schools in Liangshan Yi Autonomous Region has a significant positive predictive effect on teachers' retention intention. (2) Teaching efficacy has a partial mediating effect between organizational climate and teachers' retention intention. (3) Career pressure has a partial mediating effect on the relationship between organizational climate and teachers' retention intention. (4) Teaching efficacy and career pressure have chain-mediated effects on organizational climate and teachers' retention intention.