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Burnout and Beyond: Exploring How Work Environment, Self-Efficacy, and Emotional Exhaustion and Job Security Drive Quitting Intentions among Newly Recruited Teachers in Sindh, Pakistan

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Title: Burnout and Beyond: Exploring How Work Environment, Self-Efficacy, and Emotional Exhaustion and Job Security Drive Quitting Intentions among Newly Recruited Teachers in Sindh, Pakistan
Language: English
Authors: Yusra Perveen, Ali Raza (ORCID 0000-0002-1469-8206), Mohammad Jamal Khan, Sheema Matloob, Ali Said Jaboob (ORCID 0000-0003-1233-4211)
Source: Psychology in the Schools. 2025 62(9):3638-3653.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Beginning Teachers, Teacher Burnout, Teaching Conditions, Work Environment, Self Efficacy, Fatigue (Biology), Job Security, Teacher Persistence, Faculty Mobility, Intention, Foreign Countries, Teacher Shortage, Intervention
Geographic Terms: Pakistan
DOI: 10.1002/pits.23564
ISSN: 0033-3085
1520-6807
Abstract: Turnover among teachers has become an escalating issue globally, including in Pakistan, where a severe shortage of qualified teachers characterizes a struggling educational system. To counter the shortage, the government hired a large pool of qualified teachers for schools through a merit-based recruitment drive, but the newly recruited teachers also showed intent to leave their jobs. Therefore, based on the Banudura (1981) self-efficacy theory (SET), the present study aims to investigate the influence of work environment (WE) and self-efficacy (SE) to predict the intention to quit (ITQ) through the mediation of emotional exhaustion (EE) among newly recruited teachers in Sindh, Pakistan. The present study also explored the moderating role of job security (JS) to examine the ITQ. The study employed a quantitative-cross-sectional research design. Data were collected purposively from 218 newly recruited teachers working in various cities in Sindh, Pakistan--statistical software packages include SPSS 24 and Smart PLS 4 for descriptive statistics and hypothesis testing. The findings show that positive WE with high SE has a negative significant relationship with EE, further lowering the ITQ. In addition, EE mediates the relationship between WE, SE, and ITQ, while JS moderates the link between EE and ITQ, explaining that school teachers with high JS are less likely to quit their jobs despite high EE. The study offers various theoretical perspectives under the umbrella of SET to understand ITQ among teachers and also proposes practical insights to improve teacher retention through specific interventions to de-escalate the rising issue.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479859
Database: ERIC
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  Value: <anid>AN0187257438;pis01sep.25;2025Aug14.01:14;v2.2.500</anid> <title id="AN0187257438-1">Burnout and Beyond: Exploring How Work Environment, Self‐Efficacy, and Emotional Exhaustion and Job Security Drive Quitting Intentions Among Newly Recruited Teachers in Sindh, Pakistan </title> <p>Turnover among teachers has become an escalating issue globally, including in Pakistan, where a severe shortage of qualified teachers characterizes a struggling educational system. To counter the shortage, the government hired a large pool of qualified teachers for schools through a merit‐based recruitment drive, but the newly recruited teachers also showed intent to leave their jobs. Therefore, based on the Banudura (1981) self‐efficacy theory (SET), the present study aims to investigate the influence of work environment (WE) and self‐efficacy (SE) to predict the intention to quit (ITQ) through the mediation of emotional exhaustion (EE) among newly recruited teachers in Sindh, Pakistan. The present study also explored the moderating role of job security (JS) to examine the ITQ. The study employed a quantitative‐cross‐sectional research design. Data were collected purposively from 218 newly recruited teachers working in various cities in Sindh, Pakistan—statistical software packages include SPSS 24 and Smart PLS 4 for descriptive statistics and hypothesis testing. The findings show that positive WE with high SE has a negative significant relationship with EE, further lowering the ITQ. In addition, EE mediates the relationship between WE, SE, and ITQ, while JS moderates the link between EE and ITQ, explaining that school teachers with high JS are less likely to quit their jobs despite high EE. The study offers various theoretical perspectives under the umbrella of SET to understand ITQ among teachers and also proposes practical insights to improve teacher retention through specific interventions to de‐escalate the rising issue.</p> <p>Summary: Providing mental health support can help teachers cope with emotional exhaustion and workplace stress.Job security policies can mitigate turnover rates by providing teachers with long‐term stability.A positive and supportive work environment is essential for reducing schoolteacher turnover.</p> <p>Keywords: exhaustion; intention to quit; newly recuirted schoolteachers</p> <hd id="AN0187257438-2">Introduction</hd> <p>Teacher turnover has become a rising concern among educational institutions, as many educators have expressed their intention to quit (ITQ) their jobs for various reasons. In developed nations such as the US, 23% of teachers intended to quit their jobs within the next 5 years (McKinney [<reflink idref="bib80" id="ref1">80</reflink>]). Similarly, teacher attrition was around 11% annually in the UK. (Statistics [<reflink idref="bib114" id="ref2">114</reflink>]). Moreover, 20% of the European Union (EU) teachers reported leaving their jobs mainly in the early stage of their careers. (Räsänen et al. [<reflink idref="bib98" id="ref3">98</reflink>]). The international trends reflect that challenges persist despite substantial efforts to improve educational standards. (Carver‐Thomas and Darling‐Hammond [<reflink idref="bib27" id="ref4">27</reflink>]). Consequently, it compromised the education system. (Bryant et al. [<reflink idref="bib23" id="ref5">23</reflink>]).</p> <p>However, Pakistan, an emerging country with a broadly weaker and insufficient educational system, was affected most due to the absence of qualified teachers in the schools. (Akhtar et al. [<reflink idref="bib5" id="ref6">5</reflink>]). The country is estimated to have a shortage of over one million schoolteachers in public schools. (Lodhi [<reflink idref="bib73" id="ref7">73</reflink>]). In addition, student‐to‐teacher ratio stands at 1:39 (Umid [<reflink idref="bib120" id="ref8">120</reflink>]). Further, the issue of out‐of‐school children (OOSC) becomes more severe beyond the primary school level since around 11.4 million kids between the ages of 10 and 14 face a lack of sufficient educational opportunities. (Sheikh [<reflink idref="bib111" id="ref9">111</reflink>]). The government's educational budget is as low as 1.77% of GDP (O'Neill [<reflink idref="bib92" id="ref10">92</reflink>]). Among five provinces in Pakistan, Sindh and Baluchistan are severely affected. Tanoli ([<reflink idref="bib116" id="ref11">116</reflink>]) reported that 540 viable closed schools and approximately 2,769 similar government schools are without teachers in the province. In addition, 7,000 teachers at public schools in the province were set to retire by December 2025. The shortage of qualified teachers has resulted in underperforming schools (Sahito [<reflink idref="bib103" id="ref12">103</reflink>]), hindering high‐quality education and negatively impacting students' academic achievements (Parveen et al. [<reflink idref="bib94" id="ref13">94</reflink>]). Consequently, 52% of children are underprivileged, of which 58% are girls due to lack of proper education, and Baluchistan witnessing a 78% rate of unenrolled girls (UNICEF [<reflink idref="bib122" id="ref14">122</reflink>])</p> <p>To address the shortage issues, the provincial government of Sindh, Pakistan, has launched large‐scale, merit‐based recruitment of teachers across various states (Sahito [<reflink idref="bib103" id="ref15">103</reflink>]) for primary (Grades 1 to 5) and Junior Elementary (Grades 6 to 8) levels where the significant insufficiency of teachers lies. The education department announces 54,000 vacant teaching positions across the province, comprising 36,000 Primary School Teachers (PST) and 18,000 Junior Elementary School Teachers (JEST) (Sindh [<reflink idref="bib112" id="ref16">112</reflink>]). In response, 120,000 applicants applied for the jobs. The written test results show that 14,434 candidates passed the test for JEST. In addition, 10,772 secondary‐level candidates were cleared, 23,238 were successful and recruited for PST positions (SELD [<reflink idref="bib106" id="ref17">106</reflink>]). The massive and aggressive move from the government showed a commitment that newly recruited teachers on merit might transform the province's educational landscape, filling the shortage, quality education and enthusiasm in academic settings.</p> <p>Despite the determined efforts, the difficulties of the state government may not eased. Oad and Niazi ([<reflink idref="bib90" id="ref18">90</reflink>]) reported that most newly recruited teachers choose to leave their positions in a short period. Here, it is noteworthy that the recruitment strategies for the schoolteachers are often misaligned with national professional standards. (Guiaselon et al. [<reflink idref="bib44" id="ref19">44</reflink>]). Thus, it creates a mismatch between the qualifications of the incoming schoolteachers and educational system requirements. The government school system for qualified teachers was also unfavorable in the past due to low salaries and a lack of financial and administrative support. (Kalim [<reflink idref="bib58" id="ref20">58</reflink>]). In addition, the school infrastructure is old, broken, and poorly constructed, and it lacks basic facilities such as clean drinking water, broken benches for students, sanitation, and electricity. (Anwar et al. [<reflink idref="bib10" id="ref21">10</reflink>]), which compromises a conducive learning environment.</p> <p>The previous studies explored various factors influencing ITQ among teachers, where WE is considered the most critical factor influencing school climate (Appels et al. [<reflink idref="bib11" id="ref22">11</reflink>]). Positive WE significantly affect teachers' job satisfaction, motivation, and well‐being (Dreer [<reflink idref="bib34" id="ref23">34</reflink>]). Conversely, a negative WE can increase teacher stress, burnout, and emotional exhaustion (Wu [<reflink idref="bib127" id="ref24">127</reflink>]). Furthermore, the recent study by Nawab et al. ([<reflink idref="bib89" id="ref25">89</reflink>]) also pointed out that senior teachers perceived competition from newly recruited teachers and thus resisted changing the school environment, further deteriorating the environment. The research also pointed out that the compromising WE, where teachers feel less supported and encounter obstacles, often feel EE (Räsänen et al. [<reflink idref="bib100" id="ref26">100</reflink>]). EE is a psychological state characterized by fatigue, depletion, and a lack of energy, often resulting from prolonged exposure to stressors in the workplace (Klusmann et al. [<reflink idref="bib62" id="ref27">62</reflink>]). Similarly, Campbell ([<reflink idref="bib25" id="ref28">25</reflink>]) indicated that organizational support determines the EE and revealed that a lack of support can lead to EE. Likewise, Halimah et al. ([<reflink idref="bib47" id="ref29">47</reflink>]) suggested that positive WE enhances employee satisfaction towards the job, which in turn reduces burnout and may relax withdrawal behaviors among employees. Similarly, Antono et al. ([<reflink idref="bib9" id="ref30">9</reflink>]) link EE with work performance and individual intention to leave the job. The research suggested that employees with high EE were more willing to quit and demonstrate low performance, such as lower task completion rates, decreased effectiveness in fulfilling responsibilities, and diminished overall productivity. Similarly, SE explains individuals' beliefs in their competencies to succeed in their work roles. In the context of schoolteachers, SE refers to the willingness, persistence, and likelihood of achieving goals in their teaching profession. (Ahmad et al. [<reflink idref="bib4" id="ref31">4</reflink>]; Wright [<reflink idref="bib126" id="ref32">126</reflink>]). The research witnessed that teachers who consider their organization, i.e., school culture appreciative and aligned with personal values have high SE that leads to greater JS (Wahyono and Widodo [<reflink idref="bib123" id="ref33">123</reflink>]). Similarly, SE is an important aspect in the reduction of emotional exhaustion, teachers who had a higher degree of SE reported less burnout and disengagement at work, which reduces emotional exhaustion. (R. Xu and Jia [<reflink idref="bib132" id="ref34">132</reflink>]).</p> <p>The present study also considers JS a crucial variable that creates a moderating effect among EE and ITQ. JS refers to assertions that an employee has about their employment continuity. It includes stability and certainty of the employee's job, significantly influencing their psychological well‐being, job satisfaction, and performance (Machak et al. [<reflink idref="bib74" id="ref35">74</reflink>]). In this context, Fawad Hussain and Amir Saif ([<reflink idref="bib38" id="ref36">38</reflink>]) indicated JS as a significant determinant of job satisfaction among teachers. Similarly, Z. Xu and Tu ([<reflink idref="bib133" id="ref37">133</reflink>]) stated that in environments where teachers feel secure in their work roles, and less likely to have EE as their focus more on teaching without the added stress of job uncertainty. Similarly, (Maqableh et al. [<reflink idref="bib77" id="ref38">77</reflink>]) indicated that teachers who have felt security in their jobs exhibit higher motivation and commitment and reduce ITQ.</p> <p>Considering the discussion, the study uses Bandura ([<reflink idref="bib17" id="ref39">17</reflink>]) SET as it provides a psychological foundation to investigate the phenomena. SET emphasizes that teachers with high SE feel more capable of managing stressful work environments that lower EE and reduce ITQ. The relationship aligns with the SET view that inefficiency can lead to emotional strain among teachers. Similarly, SET explains that a supportive environment is strongly associated with SE. In this study, a productive school environment (WE) further complements teachers' self‐beliefs (SE) and clarity to achieve goals and succeed, reducing EE and diminishing overall withdrawal behavior (ITQ) among schoolteachers.</p> <p>Based on the discussion, the study objectives are as follows:</p> <p></p> <ulist> <item> 1. To investigate the influence of WE, SE, and EE on ITQ among newly recruited teachers.</item> <p></p> <item> 2. To examine the EE as a mediating variable among WE, SE, and ITQ among newly recruited teachers.</item> <p></p> <item> 3. To explore the JS as the moderating variable among EE and ITQ among newly recruited teachers.</item> </ulist> <p>The current study offers novel theoretical and practical insights. First, there is little scholarly focus on investigating the issue of the newly recruited teachers that warrants immediate attention; therefore, this study can be considered one of the early attempts to examine the ongoing issue of ITQ among newly recruited schoolteachers in Sindh, Pakistan. Furthermore, there are several studies on schoolteachers' withdrawal behavior from workplaces; for example, Ghaffar and Abiodullah ([<reflink idref="bib42" id="ref40">42</reflink>]) studied Job embeddedness with turnover intention (TI). In addition, teacher personality traits, job stress, and TI (Irfan et al. [<reflink idref="bib56" id="ref41">56</reflink>]), abusive supervision, and TI among teachers (Khawar et al. [<reflink idref="bib60" id="ref42">60</reflink>]), teacher job satisfaction (Ahmad et al. [<reflink idref="bib3" id="ref43">3</reflink>]), teaching in terrorism, burnout, and TI (Räsänen et al. [<reflink idref="bib100" id="ref44">100</reflink>]). Nevertheless, the research focused on workplace factors. Henceforth, the present study investigates ITQ among schoolteachers by considering workplace factors (WE) and by significantly examining teachers' psychological factors (SE and EE) to predict ITQ among teachers. It also provides valuable insights to devise the mechanism to reduce ITQ among teachers. Shahid et al. ([<reflink idref="bib110" id="ref45">110</reflink>]) indicated that the role of JS as a moderating role in schoolteachers, especially in public schools, is an underexplored area in research. Henceforth, the study shows the psychological mechanisms such as SE and EE, how teachers' personal beliefs to succeed, and emotional health affect the notion of JS and provide a more nuanced understanding of this issue. Finally, the existing unique stressors experienced by Pakistani teachers such as large‐class size, poor infrastructure, inadequate resources, and societal expectations may provide different results and may provide novel, concrete factors that influence teachers' decision to leave the jobs (Figure 1: Research Framework).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01sep25/pits23564-fig-0001.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23564-fig-0001.jpg" title="1 Research framework." /> </p> <p></p> <hd id="AN0187257438-4">Literature Review</hd> <p></p> <hd id="AN0187257438-5">Theoretical Lens</hd> <p>The primary theoretical lens for this study is SET (Bandura [<reflink idref="bib17" id="ref46">17</reflink>]). SET strongly aligns with the conceptual framework that explains how WE, SE, EE, JS, and ITQ among schoolteachers interact. SET emphasizes that a positive and productive environment (WE) escalates teachers' SE by providing confidence, support, and a learning environment that helps manage workplace stress. In addition, schoolteachers with high SE tends to be more motivated, persistent, and efficient in their instructional practices. (Martin and Mulvihill [<reflink idref="bib78" id="ref47">78</reflink>]). Moreover, from a developmental lens, SE strengthens with experience: it enables teachers to refine their skills, learn to adapt to challenges, and become more resilient against stressors. Furthermore, schoolteachers who possess high levels of SE are in a better position to manage EE and maintain JS, which, in turn, lowers ITQ. Thus, SET explains that high SE leads to reduced EE, an essential factor for predicting the ITQ. The study examined the EE as a mediating relationship between WE and ITQ. SET emphasizes that a poor psychological state adversely influences performance and creates frustration. For example, the present study sees that EE affects teachers' enthusiasm, engagement, and job satisfaction, ultimately impacting the quality of education (Mansour and Tremblay [<reflink idref="bib76" id="ref48">76</reflink>]), raising the likelihood of quitting. Furthermore, JS has a moderating role, as teachers who feel secure in their jobs are better equipped to handle EE. JS is a vital aspect of overall job satisfaction among teachers and dedication to the profession (Skaalvik [<reflink idref="bib113" id="ref49">113</reflink>]) that further reduces ITQ. Thus, SET serves as a psychological foundation that explains the feelings of the school teachers that leads to the ITQ.</p> <p>While SET remains central to this study, Social Exchange Theory and Affective Events Theory (AET) provide additional perspectives on the present study conceptual framework. Social Exchange Theory (Blau [<reflink idref="bib21" id="ref50">21</reflink>]) explains that teachers assess their job through a cost–benefit lens (focus on the relationship among employee‐employer based on the reciprocal exchanges)—if they compromising working atmosphere, inadequate support, resources, or limited JS, they may feel undervalued and develop a higher ITQ. Consequently, the adversities may lead to EE that may trigger the ITQ. As a moderating factor, JS plays a key role; if the JS offered is high, schoolteachers perceive that their jobs are stable (long‐term benefit in social exchange), they may consider it form of positive exchange and can tolerate higher EE without intending to quit their jobs. while those with low JS may see quitting as their best option. By incorporating Social Exchange Theory, this study acknowledges that teacher retention depends not only on psychological resilience (SET) but also on workplace fairness and stability.</p> <p>In the same way, Affective Events Theory (AET) (Weiss and Cropanzano [<reflink idref="bib125" id="ref51">125</reflink>]) further enhances this framework by explaining how workplace events trigger emotional reactions at shape teachers' attitudes and behaviors. Unlike Social Exchange Theory, which focuses on rational reciprocal exchanges among parties, AET put exclusive emphasizes on the role of emotions in shaping workplace outcomes. According to AET, daily experiences within the school environment—such as interactions with colleagues and students, workload demands, and administrative support—elicit affective reactions that accumulate over time, influencing EE and ITQ. In a positive work environment (WE), teachers may feel motivated and emotionally engaged, whereas in a negative or unsupportive work setting, repeated negative events may intensify EE, eventually leading to ITQ. AET strengthens this study's conceptual framework by providing a situational and emotional perspective that schoolteachers leave due to negative accumulated emotions from series of stressful work events. However, SET serves as the primary theoretical lens for the present study conceptual framework, but social exchange theory and AET also provides a complementary perspective to understand the phenomena in different viewpoints.</p> <hd id="AN0187257438-6">Hypothesis Development</hd> <p></p> <hd id="AN0187257438-7">Work Environment and Emotional Exhaustion</hd> <p>WE were considered the most critical predictor of EE (W. Chen et al. [<reflink idref="bib29" id="ref52">29</reflink>]; Arnold and Rahimi [<reflink idref="bib12" id="ref53">12</reflink>]; Räsänen et al. [<reflink idref="bib100" id="ref54">100</reflink>]) among school‐level teachers. WE are the combination of several aspects that comprise the psychological, physical and peer support that affect teachers' daily experiences in educational settings. The past studies examined the relationship between WE and EE, i.e., research by Balducci et al. ([<reflink idref="bib14" id="ref55">14</reflink>]) suggests that a poor work environment characterized by workload, lack of support, and poor organizational culture contributes to increased EE. Past research in Pakistan depicts the same trends in poor working conditions. (S. Chen et al. [<reflink idref="bib28" id="ref56">28</reflink>]) and less support from their head ultimately initiates mental stress that leads to EE (R. Nauman and Habib [<reflink idref="bib85" id="ref57">85</reflink>]). Moreover, recent findings by W. Chen et al. ([<reflink idref="bib30" id="ref58">30</reflink>]) exposed that most of secondary school teachers get exhausted when they do not find adequate support and resources from the administration. To support the same argument, Arnold and Rahimi ([<reflink idref="bib12" id="ref59">12</reflink>]) exposed to stressful workplace settings and excessive workload‐induced EE among teachers, which directly affects their performance. However, a meta‐analysis by Hakanen et al. ([<reflink idref="bib46" id="ref60">46</reflink>]) revealed significant negative relationships between workplace aspects, such as role conflict, job insecurity, and EE among teachers. On the other side, Kuok et al. ([<reflink idref="bib68" id="ref61">68</reflink>]) concluded that a positive school climate may mitigate the level of EE among teachers due to less botheration from the school administration and colleagues. However, when these support mechanisms are absent, teachers experience heightened stress, leading to emotional depletion and potential withdrawal behaviours. (Xie et al. [<reflink idref="bib130" id="ref62">130</reflink>]). Based on the existing literature, most of the studies supported the idea that WE could impact teachers' deep feelings when they feel unnecessary interference from external bodies. Therefore, the present study hypothesized that:</p> <hd id="AN0187257438-8">Self‐Efficacy and Emotional Exhaustion</hd> <p>In the context of newly recruited school teachers, SE exhibits confidence in delivering the lessons in the classroom settings and managing institutional demands within the existing resources. Similarly, dealing with students and handling them with care could be part of SE (Ali et al. [<reflink idref="bib7" id="ref63">7</reflink>]). Previous findings have revealed that the relationship between SE and EE has been affirmed among newly recruited teachers, resulting in additional support for a negative impact (Kuok et al. [<reflink idref="bib68" id="ref64">68</reflink>]). Similarly, Hopman et al. ([<reflink idref="bib52" id="ref65">52</reflink>]) analyzed the relationship of teacher SE with EE in more detail, highlighting that higher SE was connected with less EE among teachers. Bing et al. ([<reflink idref="bib20" id="ref66">20</reflink>]) found the role of SE among teachers in different educational settings and exposed that teachers with low SE experienced increased emotional exhaustion due to feelings of helplessness and lack of control over their work. Similarly, Xie ([<reflink idref="bib129" id="ref67">129</reflink>]) supported the findings of the previous study, which reported that newly recruited teachers with lower SE struggled to adapt to the demands of their roles, leading to a higher prevalence of EE and job dissatisfaction.</p> <p>From the lens of SET, it represents that those who possess SE are more likely to overcome hardships during emotional downturns, manage internal sadness, and regulate their emotional intelligence. On the other hand, high SE is also better equipped to manage classroom challenges and workload pressures, reducing the likelihood of EE (S. Li [<reflink idref="bib72" id="ref68">72</reflink>]). Namaziandost et al. ([<reflink idref="bib84" id="ref69">84</reflink>]) argues that those with SE portray a good experience learned and are more likely to reinforce their belief in their competence. Based on the past studies literature, the present study hypothesized that:</p> <hd id="AN0187257438-9">H2</hd> <p>There is a negative relationship between Self‐efficacy and emotional exhaustion among newly recruited teachers.</p> <hd id="AN0187257438-10">Emotional Exhaustion and Intention to Quit</hd> <p>The literature review indicates a positive relationship between EE and ITQ among employees. Past studies have yielded different outcomes regarding the correlation between EE and ITQ, with several research findings indicating varying results. For example, Rajendran et al. ([<reflink idref="bib97" id="ref70">97</reflink>]) stated that EE significantly predicts employee withdrawal behaviour from their jobs. Furthermore, EE is associated with feelings of exhaustion and being drained, a loss of emotions, reduced job satisfaction, and an increased desire to leave. Especially in Pakistan, S. Nauman et al. ([<reflink idref="bib87" id="ref71">87</reflink>]) and S. Nauman et al. ([<reflink idref="bib86" id="ref72">86</reflink>]) found that teachers facing severe emotional exhaustion (EE) due to heavy workloads and insufficient administrative support were more prone to developing turnover intentions, particularly in resource‐constrained public schools. Interestingly, Arnold and Rahimi ([<reflink idref="bib12" id="ref73">12</reflink>]) findings discovered that a place where career advancement opportunities do not exist may cause EE and emotionally weak workforce to not focus on their performance and feel unfit for their current job. Therefore, ITQ becomes <emph>a major</emph> outcome when the workforce is unable to achieve certain goals in their professional careers. Similarly, Räsänen et al. ([<reflink idref="bib100" id="ref74">100</reflink>]) conducted their research in the European context, where they explored how persistent burnout and downturn may become the major cause of ITO among teachers, also leading to decreased professional commitment and further intensifying the shortage of educators in the region. The above‐mentioned mixed findings from different contexts suggest that EE exabits instability among teachers in educational settings, emphasizing the urgent need for strategies to mitigate EE and enhance teacher retention. Based on the elaborations, the present study hypothesized that:</p> <hd id="AN0187257438-11">H3</hd> <p>There is a positive relationship between Emotional Exhaustion and intention to quit among newly recruited teachers.</p> <hd id="AN0187257438-12">The Role of Emotional Exhaustion as a Mediating Variable</hd> <p>The influence of the work environment on teacher burnout has been a significant area in the research (Dahl and Smimou [<reflink idref="bib32" id="ref75">32</reflink>]). The research shows that hostile working environments with high demands, low support, and fewer resources can pressure teachers to suffer burnout (Bakker and Sanz‐Vergel [<reflink idref="bib13" id="ref76">13</reflink>]). Furthermore, the state of burnout often overwhelms tired and emotionally exhausted teachers, influencing their overall well‐being. Moreover, burnout is a critical element linked to EE due to work‐related stress (Jeon et al. [<reflink idref="bib57" id="ref77">57</reflink>]). These stressors include work overload, inadequate administrative support, and insufficient resources to perform the job effectively (Schaack et al. [<reflink idref="bib105" id="ref78">105</reflink>]). To support the previous findings, Xie ([<reflink idref="bib129" id="ref79">129</reflink>]) emphasised that WE could make a significant contribution to employee retention because unfavourable circumstances may create frustration among teachers, which is a consistent reason for EE, leading to a higher risk of a teacher considering thoughts of quitting. Additionally, research suggests that teachers who perceive their working conditions as demanding and unsupportive are more likely to experience higher levels of burnout, which can significantly impact their teaching and negatively affect their health. Research also indicates a close affiliation to leave various occupations, which includes teaching. Burnout may affect not only teachers' mental and emotional health but also increase thoughts of job quitting as a remedial measure to reduce stress (Agyapong et al. [<reflink idref="bib2" id="ref80">2</reflink>]). On the contrary, a healthy and supportive WE may accelerate the competitive environment, where teachers learn from each other and create a conducive system to mitigate the effects of EE, ultimately working to retain the workforce in educational settings (Hatlevik and Hatlevik [<reflink idref="bib48" id="ref81">48</reflink>]). Therefore, the present study hypothesizes that:</p> <hd id="AN0187257438-13">H4</hd> <p>Emotional Exhaustion mediates the relationship between Work environment and intention to quit among newly recruited teachers.</p> <hd id="AN0187257438-14">Mediating Role of Emotional Exhaustion Between Self‐Efficacy and Intention to Quit</hd> <p>The relationship between SE and ITQ has been extensively researched in various contexts, including educational settings, healthcare, hospitality, and frontline employee environments. SE is "an individual's belief in the ability to perform a task effectively and overcome potential difficulties." (Bandura [<reflink idref="bib16" id="ref82">16</reflink>]) When it occurs in the education system, teachers' beliefs make sense in terms of how they perform their duties and tasks within the current settings (J. Li et al. [<reflink idref="bib71" id="ref83">71</reflink>]). The research found that teachers with high self‐awareness have more job satisfaction and motivation besides engagement with the work (Granziera and Perera [<reflink idref="bib43" id="ref84">43</reflink>]). EE brings about a feeling of being drained and depleted, associated with higher intentions to quit among the teachers (Räsänen et al. [<reflink idref="bib99" id="ref85">99</reflink>]). It might further increase the likelihood of intending to leave the teaching position because of the teachers' deteriorating well‐being and job satisfaction due to the high levels of EE (Ertürk [<reflink idref="bib35" id="ref86">35</reflink>]). Pei et al. ([<reflink idref="bib95" id="ref87">95</reflink>]) discovered that incremental development in the SE is more likely to cope with unfavourable circumstances, manage job stress, and efficiently handle both deep emotional and surface‐level issues that become the major cause of EE and accelerate ITQ among employees. Similarly, another empirical study confirms that EE exhaustion acts as a psychological mechanism that explains how negative workplace conditions and low self‐efficacy contribute to teachers' desire to leave the profession (Li et al. [<reflink idref="bib69" id="ref88">69</reflink>]). From these results, EE may mediate the relationship between SE and ITQ among newly hired or newly recruited teachers. It concluded that more productive teachers may be better equipped to deal with the pressures and stresses present in their working environment. Therefore, the following hypothesis is proposed:</p> <hd id="AN0187257438-15">H5</hd> <p>Emotional Exhaustion mediates the relationship between Self‐efficacy and the intention to quit among newly recruited teachers.</p> <hd id="AN0187257438-16">The Role of Job Security as a Moderating Variable</hd> <p>JS is an essential component that influences employees' experience at work as it assures them of continuity and convention towards the work setting (Ertürk [<reflink idref="bib35" id="ref89">35</reflink>]; Van Hootegem et al. [<reflink idref="bib50" id="ref90">50</reflink>]). Üngüren et al. ([<reflink idref="bib121" id="ref91">121</reflink>]) conducted research on hotel employees where most of them were EE due to deep and surface act. The study results concluded that job security plays a significant moderating role, as employees experience an emotional downturn when clients provide negative feedback about their services, which could be attributed to ITQ. Only job security allows them to stay and gives them the freedom to give their best to their job. Interestingly, it is also found in the past literature that job insecurity by itself becomes a stressor that instigates ITQ among teachers and frontline employees(Al Nahyan et al. [<reflink idref="bib6" id="ref92">6</reflink>]; Baluku et al. [<reflink idref="bib15" id="ref93">15</reflink>]). Similarly, Van Hootegem and De Witte ([<reflink idref="bib51" id="ref94">51</reflink>]) It has been revealed that JS can impact the relationship between EE and employee well‐being. The findings revealed that perceived job insecurity increases the adverse direct effects of poor perception of EE on well‐being. Past studies have provided mixed findings regarding whether JS ensures career pathways and long‐term stay in the workplace. Secondly, in work settings where JS exists, employees' ITQ would be a result of their own will rather than EE. Based on the above‐mentioned evidence, the present study suggests that JS may have a moderating effect, reducing the impact of EE on employee ITQ; it is hypothesized that the negative effect of EE on ITQ may be mitigated.</p> <hd id="AN0187257438-17">H6</hd> <p>Job security moderates the relationship between Emotional Exhaustion and the intention to quit among newly recruited teachers.</p> <hd id="AN0187257438-18">Research Methodology</hd> <p></p> <hd id="AN0187257438-19">Research Design, Sampling Strategy, and Data Collection Procedure</hd> <p>Based on a positivist philosophy, a quantitative cross‐sectional research design was deemed suitable for the study. The study's population comprised the schoolteachers recruited in the province of Sindh, Pakistan from the year 2021 to 2022 which aligns with the present study research problem, objectives and scope. As mentioned earlier, the state‐government have launched large‐scale recruitment and appointments in 2021–22 but the newly appointed teachers also exhibit withdrawing behavior. Similarly, the senior teachers appointed before 2021 were excluded from the current study as these individuals were not aligned to answer the present study objectives and research problem. In addition, senior teachers appointed from different recruitment systems and their perspectives could differ significantly from those of newly recruited teachers. Considering the absence of adequate sampling frame, non‐probability sampling technique was chosen. In this context, the choice of purposive sampling was clear that it has an exclusive focus on the relevant participants. Furthermore, it has better match the sample with the research objectives, enhancing the study's overall trustworthiness (Campbell et al. [<reflink idref="bib26" id="ref95">26</reflink>]; Denieffe [<reflink idref="bib33" id="ref96">33</reflink>]). For example, only newly recruited teachers are included, making the data more meaningful and relevant. In comparison random selection of teachers without any criteria (includes earlier appointments and experienced ones) could dilute the findings and misaligns with the research problem. Henceforth, purposive sampling technique enhances internal validity by ensuring that all respondents have relevant characteristics, making the analysis more focused and meaningful. (Obilor [<reflink idref="bib91" id="ref97">91</reflink>]; Memon et al. [<reflink idref="bib81" id="ref98">81</reflink>]). Among non‐probability sampling techniques, convenience sampling was not deemed appropriate because it select respondents based on the availability and accessibility, lacks systematic selection criteria and may result in a sample that does not accurately represent newly recruited teachers. Moreover, the method risks including participants who do not align with the study's focus, such as senior teachers or who comes from different recruitment channels, thereby compromising the validity of the findings. In the similar fashion, snowball sampling may work slightly but it selection bias by favoring individuals with similar backgrounds or experiences. This may result in homogeneous responses that do not reflect the broader diversity of newly recruited teachers across different schools and districts. Therefore, purposive sampling is the most appropriate choice, as it allows for deliberate selection of participants who fit the study's criteria, ensuring that the data collected is both relevant and meaningful for addressing the research objectives.</p> <p>For data collection, a self‐administered questionnaire was developed to receive responses. To access the study participants, a formal request was submitted to the District Education Officer (DEO) of Primary and Elementary schools, requesting approval to conduct the study. Once approval was received, the data collection process was initiated. In this context, territory education officers (TEO) directed the Headmaster/Headmistress (HMs) of the respective schools to assist with the data collection process from the teachers. Then, HMs further provide schoolteachers with access to fill out the questionnaires. Ethical considerations were prioritized during the data collection process by implementing relevant measures. For example, schoolteachers were also provided with a detailed briefing about the academic nature of the study. In addition, respondents were also assured that their identity and responses would remain confidential. In addition, the research team explained that their participation in the study was voluntary, and participants could withdraw at any time during the data collection process without giving any reasons. In doing so, informed consent was sought in oral and written form.</p> <p>G‐Power was used for sample size calculations. The software program is extensively utilized to determine sample size in social sciences research (Kang [<reflink idref="bib59" id="ref99">59</reflink>]). The tool facilitates researchers' determination of sample sizes, considering different statistical tests, effect sizes, and desired power levels. Consequently, per G‐power calculations, a minimum sample size of 134 participants was deemed necessary. However, 348 printed questionnaires were distributed with the assistance of HMs of the respective schools. In return, 236 questionnaires were returned; among these, 18 were not included due to being half‐finished and having errors and, therefore, screened out. Finally, 218 usable responses constitute a 62.6% response rate and were adequate for conducting rigorous statistical analyses and drawing meaningful conclusions.</p> <hd id="AN0187257438-20">Participants Information</hd> <p>The demographic profile of participants is shown in Table 1, which presents the data regarding gender, age, qualification, and experience of the participants.</p> <p>1 Table Study participants profile.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th align="left">Participants Profile (<italic>n</italic> = 218)</th></tr><tr valign="bottom"><th>Criterion</th><th>Characteristics</th><th>Percentage</th></tr></thead><tbody valign="top"><tr><td>Gender</td><td>Male</td><td>52.3</td></tr><tr><td>Female</td><td>47.7</td></tr><tr><td>Age (Yrs.)</td><td>20–25</td><td>20.2</td></tr><tr><td>26–30</td><td>55.5</td></tr><tr><td>31–35</td><td>18.8</td></tr><tr><td>Above 36 y</td><td>5.5</td></tr><tr><td>Qualification</td><td>Graduation</td><td>29.8</td></tr><tr><td>Masters</td><td>55.0</td></tr><tr><td>MS/M. Phil</td><td>6.4</td></tr><tr><td>Engineering</td><td>6.0</td></tr><tr><td>PhD</td><td>2.8</td></tr><tr><td>Experience (Years)</td><td>1–3</td><td>59.6</td></tr><tr><td>4–5</td><td>27.1</td></tr><tr><td>6–8</td><td>4.1</td></tr><tr><td>9 and above</td><td>9.2</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187257438-21">Scale Measurement</hd> <p>The present study assesses ITQ (dependent variable) with a three‐item scale adopted from Kosi et al. ([<reflink idref="bib65" id="ref100">65</reflink>]). In addition, WE (independent variable) was examined using a seven‐item scale adopted from Huang ([<reflink idref="bib54" id="ref101">54</reflink>]). The original scale consisted of seven items, and no modifications were made. These items targeted aspects such as workplace support, resource availability, and the overall organizational atmosphere in the school context. Similarly, SE (another independent variable) was assessed using a ten‐item scale by Bonsaksen et al. ([<reflink idref="bib22" id="ref102">22</reflink>]). The mediating variable EE was evaluated using a three‐item scale adopted from Klusmann et al. ([<reflink idref="bib63" id="ref103">63</reflink>]). The original scale consisted of four items, and no changes were made to the wording. These items assessed feelings of emotional strain, fatigue, and difficulty coping with teaching demands. Finally, a moderating variable JS consisting of eleven items was adopted from Kraimer et al. ([<reflink idref="bib67" id="ref104">67</reflink>]). The present study adopted all scales from the original scales that maintain the significance of each item. All the questions were placed in the structured survey questionnaire, where the participants rated their responses on a 5‐point Likert scale, with 1 representing "strongly disagree" and 5 representing "strongly agree" on the statements.</p> <hd id="AN0187257438-22">Data Analytical Tool and Common Method Bias</hd> <p></p> <hd id="AN0187257438-23">Data Analytical Tool</hd> <p>The study used partial least squares structural equation modeling (PLS‐SEM) for analysis. Smart‐PLS 4.0 was employed for data analysis, as recommended by Becker et al. ([<reflink idref="bib19" id="ref105">19</reflink>]). Due to its holistic approach to assessing relationships, this approach is widely adopted in social and management sciences. PLS‐SEM enables latent variable assessment through indicators since it does not necessitate one to follow standard distribution assumptions. In the present study, common method bias can be controlled if structural equation modeling is used in the mediation and moderation analyses; there is no need for a larger sample size compared to traditional regression analysis.</p> <hd id="AN0187257438-24">The Effect of Common Method Bias</hd> <p>To test the existence of common method bias (CMB) with the data set, variance inflation factor (VIF) analysis was conducted using Smart‐PLS 4.0 Hair et al. ([<reflink idref="bib45" id="ref106">45</reflink>]). The VIF values ranged from 1.243 to 2.746 and passed the required threshold at a value of 3 (Qalati et al. [<reflink idref="bib96" id="ref107">96</reflink>]), as shown in Table 2.</p> <p>2 Table Variance inflated factor.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th align="left">Collinearity Statistics</th></tr></thead><tbody valign="top"><tr><td>Model</td><td>VIF</td></tr><tr><td>WE</td><td>2.168</td></tr><tr><td>SE</td><td>1.243</td></tr><tr><td>JS</td><td>1.957</td></tr><tr><td>EE</td><td>2.746</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note:</emph> a. Dependent Variable: ITQ.</p> <p>In addition, the means and standard deviations of the study variables are mentioned in Table 3. The Pearson correlations among the variables ranged from 0.231 to 0.63 (<emph>p</emph> < 0.01), demonstrating an adequate reliability level for further tests.</p> <p>3 Table Variables and mean and standard deviation values.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>No.</th><th>Variables</th><th>M</th><th>S</th><th>1</th><th>2</th><th>3</th><th>4</th><th>5</th></tr></thead><tbody valign="top"><tr><td>1</td><td>Work environment</td><td>3.14</td><td>0.63</td><td>—</td><td /><td /><td /><td /></tr><tr><td>2</td><td>Self‐efficacy</td><td>3.77</td><td>0.611</td><td>0.66**</td><td>—</td><td /><td /><td /></tr><tr><td>3</td><td>Emotional exhaustion</td><td>3.99</td><td>0.614</td><td>0.311**</td><td>0.431**</td><td>—</td><td /><td /></tr><tr><td>4</td><td>Job security</td><td>2.9</td><td>0.521</td><td>0.231**</td><td>0.334**</td><td>0.299**</td><td>—</td><td /></tr><tr><td>5</td><td>Intention to quit</td><td>3.67</td><td>0.39</td><td>0.333**</td><td>0.291**</td><td>0.233**</td><td>0.312**</td><td>—</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note:</emph> ∗∗<emph>p</emph> < 0.01(two‐tailed test); <emph>N</emph> = 218, the values on the diagonal.</p> <hd id="AN0187257438-25">Result Analysis</hd> <p>This study, characterized by its exploratory approach, employed SPSS version 25 to analyze descriptive statistics. Furthermore, Smart‐PLS version 4.0 was utilized to corroborate the study hypotheses. Initially, the validity of the questionnaire's validity was examined through the measurement model, while the validation of the hypotheses was conducted through the structural model.</p> <hd id="AN0187257438-26">Assessment of Measurement Model</hd> <p>Convergent and discriminant validity are the two most significant stages in analyzing the measurement of the study (Ab et al. [<reflink idref="bib1" id="ref108">1</reflink>]). According to research that has been previously conducted, all constructs are reflective. Convergent reliability measures Composite Reliability (CR) and Average Variance Extracts (AVE), beginning with factor loading. As suggested by Fan and Wang ([<reflink idref="bib36" id="ref109">36</reflink>]); F. Hair et al. ([<reflink idref="bib39" id="ref110">39</reflink>]); Kock ([<reflink idref="bib64" id="ref111">64</reflink>]), the factor loadings in this study must meet a minimum threshold of 0.5, and the AVE threshold value must be 0.5. The loadings for all constructs exceeded an acceptable threshold of 0.5, which shows satisfactory indicator reliability (Barclay et al. [<reflink idref="bib18" id="ref112">18</reflink>]; Chin et al. [<reflink idref="bib31" id="ref113">31</reflink>]). Items with less than 0.5‐factor loading were removed (Hair et al. [<reflink idref="bib45" id="ref114">45</reflink>]). The AVE value obtained was over 0.5 for all measures, signaling adequate convergent validity (Franke and Sarstedt [<reflink idref="bib41" id="ref115">41</reflink>]). The CR value also exceeded the threshold recommended to be at 0.7, therefore pointing to good internal consistency (F. Hair et al. [<reflink idref="bib40" id="ref116">40</reflink>]). Model discrimination validity was calculated via the heterotrait‐monotrait ratio (HTMT) method (Henseler et al. [<reflink idref="bib49" id="ref117">49</reflink>]). The HTMT value for the results was below the recommended cutoff of 0.85 for model discriminant validity (Kline [<reflink idref="bib61" id="ref118">61</reflink>]; Ringle et al. [<reflink idref="bib102" id="ref119">102</reflink>]). Table 4 presents the detailed values of the measurement model.</p> <p>4 Table Measurement model.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Latent constructs</th><th>Items</th><th>Loadings</th><th>CR</th><th>AVE</th></tr></thead><tbody valign="top"><tr><td>Emotional exhaustion</td><td>EE1</td><td>0.86</td><td>0.932</td><td>0.773</td></tr><tr><td>EE2</td><td>0.863</td><td /><td /></tr><tr><td>EE3</td><td>0.903</td><td /><td /></tr><tr><td>EE4</td><td>0.89</td><td /><td /></tr><tr><td>Intention to quit</td><td>ITQ1</td><td>0.85</td><td>0.89</td><td>0.85</td></tr><tr><td>ITQ2</td><td>0.9</td><td /><td /></tr><tr><td>ITQ3</td><td>0.82</td><td /><td /></tr><tr><td>Job security</td><td>JS2</td><td>0.626</td><td>0.87</td><td>0.593</td></tr><tr><td>JS3</td><td>0.845</td><td /><td /></tr><tr><td>JS4</td><td>0.788</td><td /><td /></tr><tr><td>JS5</td><td>0.526</td><td /><td /></tr><tr><td>JS6</td><td>0.854</td><td /><td /></tr><tr><td>JS7</td><td>0.796</td><td /><td /></tr><tr><td>JS9</td><td>0.832</td><td /><td /></tr><tr><td>JS10</td><td>0.826</td><td /><td /></tr><tr><td>Self‐efficacy</td><td>SE1</td><td>0.854</td><td>0.85</td><td>0.524</td></tr><tr><td>SE2</td><td>0.885</td><td /><td /></tr><tr><td>SE3</td><td>0.819</td><td /><td /></tr><tr><td>SE4</td><td>0.537</td><td /><td /></tr><tr><td>SE5</td><td>0.655</td><td /><td /></tr><tr><td>SE6</td><td>0.789</td><td /><td /></tr><tr><td>SE7</td><td>0.613</td><td /><td /></tr><tr><td>SE8</td><td>0.595</td><td /><td /></tr><tr><td>SE9</td><td>0.755</td><td /><td /></tr><tr><td>SE10</td><td>0.643</td><td /><td /></tr><tr><td>Work environment</td><td>WE1</td><td>0.886</td><td>0.88</td><td>0.705</td></tr><tr><td>WE2</td><td>0.875</td><td /><td /></tr><tr><td>WE4</td><td>0.83</td><td /><td /></tr><tr><td>WE5</td><td>0.764</td><td /><td /></tr><tr><td>WE7</td><td>0.838</td><td /><td /></tr></tbody></table> </ephtml> </p> <p>In addition, the results show that none of the constructs correlated higher than 0.90, and thus, none reached the permissible level (Henseler et al. [<reflink idref="bib49" id="ref120">49</reflink>]). Furthermore, a heterotrait‐monotrait ratio (HTMT) suggested by Henseler et al. ([<reflink idref="bib49" id="ref121">49</reflink>]) was also assumed to be nonresponse bias. For all participants, the analysis shows no significant difference detected. Table 5 presents the discriminant validity (HTMT) of the study variables.</p> <p>5 Table Discriminant validity (HTMT).</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th>EE</th><th>ITQ</th><th>JS</th><th>SE</th><th>WE</th></tr></thead><tbody valign="top"><tr><td>EE</td><td /><td /><td /><td /><td /></tr><tr><td>ITQ</td><td>0.838</td><td /><td /><td /><td /></tr><tr><td>JS</td><td>0.756</td><td>0.691</td><td /><td /><td /></tr><tr><td>SE</td><td>0.388</td><td>0.319</td><td>0.505</td><td /><td /></tr><tr><td>WE</td><td>0.844</td><td>0.718</td><td>0.681</td><td>0.376</td><td /></tr></tbody></table> </ephtml> </p> <hd id="AN0187257438-27">Assessment of Structural Model</hd> <p>The structural model analysis yielded significant findings in support of the hypotheses (Figure 2). The present study supported the hypothesis with a 1.96 t‐value. All hypotheses with a value below 1.96 were deemed to be unsupported.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01sep25/pits23564-fig-0002.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23564-fig-0002.jpg" title="2 Structural model (Direct Relationships)." /> </p> <p></p> <p>The results show that the relationship between WE and EE is insignificant (<emph>β</emph> = −0.729, <emph>t</emph> = 1.067, <emph>p</emph> < 0.143); therefore, H1 is not accepted. Additionally, SE demonstrated a noteworthy positive association with EE (<emph>β</emph> = 0.114, <emph>t</emph> = 2.009, <emph>p</emph> < 0.022). Furthermore, EE was found to have a significant connection with the ITQ (β = 0.612, t = 11.643, <emph>p</emph> < 0.01). Besides, EE was identified as a mediator in the relationships between WE and ITQ (<emph>β</emph> = −0.447, <emph>t</emph> = 8.978, <emph>p</emph> < 0.01) as well as between SE and ITQ (<emph>β</emph> = 0.069, <emph>t</emph> = 2.104, <emph>p</emph> < 0.018). Lastly, JS was revealed to moderate the connection between EE and ITQ (<emph>β</emph> = 0.09, <emph>t</emph> = 2.472, <emph>p</emph> < 0.007). These findings collectively underscore the presence of significant relationships and the mediating and moderating roles of EE in the context of the study. Table 6 presents the structural model results:</p> <p>6 Table Structural model results.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Hyp.</th><th>Relationships</th><th>Beta</th><th>SD</th><th>t‐stats</th><th>C.I (LL)</th><th>UL</th><th>Decision</th></tr></thead><tbody valign="top"><tr><td>H1</td><td>WE ‐ > EE</td><td>−0.729</td><td>0.05</td><td>1.067</td><td>−0.780</td><td>0.655</td><td>Not Accepted</td></tr><tr><td>H2</td><td>SE ‐ > EE</td><td>−0.114</td><td>0.053</td><td>2.009</td><td>0.039</td><td>0.208</td><td>Accepted</td></tr><tr><td>H3</td><td>EE ‐ > ITQ</td><td>0.612</td><td>0.053</td><td>11.647</td><td>0.541</td><td>0.709</td><td>Accepted</td></tr><tr><td>H4</td><td>WE ‐ > EE ‐ > ITQ</td><td>0.447</td><td>0.05</td><td>8.978</td><td>0.025</td><td>0.126</td><td>Accepted</td></tr><tr><td>H5</td><td>SE ‐ > EE ‐ > ITQ</td><td>0.069</td><td>0.031</td><td>2.104</td><td>−0.531</td><td>−0.372</td><td>Accepted</td></tr><tr><td>H6</td><td>JS x EE ‐ > ITQ</td><td>0.09</td><td>0.036</td><td>2.472</td><td>0.034</td><td>0.148</td><td>Accepted</td></tr></tbody></table> </ephtml> </p> <p>Furthermore, the findings show that JS moderates the relationship between EE and ITQ (<emph>β</emph> = 0.09, <emph>t</emph> = 2.472, <emph>p</emph> < 0.05). The significant values indicate that JS has a stronger positive relationship between EE and ITQ among schoolteachers in Sindh. Therefore, moderation hypothesis H6 is accepted.</p> <p>Figure 3 shows that schoolteachers with higher levels of JS moderate the teachers' EE, leading to their ITQ. If JS is lower, then a high EE level may lead them to greater ITQ. Therefore, JS can be a protective factor in reducing the EE and ITQ among schoolteachers.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01sep25/pits23564-fig-0003.jpg?ephost1=dGJyMMvl7ESepq84yOvsOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23564-fig-0003.jpg" title="3 Interaction effect of EE and JS on ITQ." /> </p> <p></p> <hd id="AN0187257438-30">Discussion</hd> <p>Driven by SET, the present research was conducted to investigate the influence of WE, SE, and EE on ITQ, underscoring the contemporary issue of turnover among newly recruited schoolteachers in Sindh, Pakistan. In addition, EE was examined as a mediating variable among WE, SE, and ITQ. Furthermore, JS was also explored as the moderating variable among EE and ITQ. The findings show that EE significantly influences ITQ among schoolteachers. Moreover, the lower SE also further aggravates the EE among schoolteachers, resulting in ITQ. Furthermore, the variable WE was also found not to influence EE directly, but EE mediates the relationship between WE and ITQ. Moreover, JS moderated the relationship between EE and ITQ, suggesting that the higher the level of JS, the lower the negative effect of EE on ITQ.</p> <hd id="AN0187257438-31">Direct Relationships: WE, SE, EE, and ITQ</hd> <p>The findings show that the negative relationship between WE and EE was not affirmed (H1), as evidenced by previous studies (Høigaard et al. [<reflink idref="bib55" id="ref122">55</reflink>]). However, the results contrasted with those of Budiyanti and Haeruddin ([<reflink idref="bib24" id="ref123">24</reflink>]), who found that EE might occur when factors coincide, such as insufficient professional development opportunities and a lack of support system. Furthermore, compromised WE can exacerbate EE among newly recruited teachers. In addition, Shah et al. ([<reflink idref="bib109" id="ref124">109</reflink>]) and Matloob et al. ([<reflink idref="bib79" id="ref125">79</reflink>]) It was observed that a high workload and lack of autonomy may become a potential reason for burnout, which can lead to emotional exhaustion (EE). In the settings of newly recruited teachers in Sindh, Irfan et al. ([<reflink idref="bib56" id="ref126">56</reflink>]) discussed that teachers often come from their own mission to change the education system in the existing environment where negative WE, such as inadequate infrastructure, large class sizes, and a lack of administrative support, do not become the reason for EE. It is also supported by Sun and Shi ([<reflink idref="bib115" id="ref127">115</reflink>]) that some teachers tolerate these conditions due to their passion for teaching, while others, more self‐aware individuals, are less likely to endure the complexities of lesson planning, discipline, and student engagement—ultimately leading to EE and withdrawal. Additionally, social support from colleagues and supervisors within existing work settings plays a crucial role in preventing EE. Moreover, whether driven by internal motivation or a deep sense of purpose, job satisfaction can mitigate the effects of challenging workplace conditions on employee well‐being. It is concluded that school teachers' happiness resulting from student success or their participation in education may lead to reduced emotional stress, even in inadequate working circumstances (Räsänen et al. [<reflink idref="bib100" id="ref128">100</reflink>]; Raza et al. [<reflink idref="bib101" id="ref129">101</reflink>]). Therefore, factors like intrinsic motivation and personal resilience may mitigate the anticipated adverse consequences of WE on EE.</p> <p>In addition, the current study's findings exposed that lower SE could substantially predict EE among newly recruited teachers (H2). This finding is consistent with the previous studies of Kuok et al. ([<reflink idref="bib68" id="ref130">68</reflink>]) and Bing et al. ([<reflink idref="bib20" id="ref131">20</reflink>]), who have confirmed that better SE can help individuals emotionally and improve job satisfaction and involvement. In Sindh, newly appointed teachers often find themselves in under‐resourced schools with inadequate facilities, a lack of mentorship, and excessive workloads, which can leave them feeling overwhelmed and incompetent (S. Nauman et al. [<reflink idref="bib86" id="ref132">86</reflink>]). When teachers doubt their ability to control classroom dynamics and deliver lessons effectively, they experience heightened stress and fatigue, which accelerates burnout and disengagement (Bing et al. [<reflink idref="bib20" id="ref133">20</reflink>]; J. Li et al. [<reflink idref="bib70" id="ref134">70</reflink>]; Namaziandost et al. [<reflink idref="bib83" id="ref135">83</reflink>]). Moreover, teachers who are confident in implementing inclusive learning and addressing the needs of multiple students in the same classroom are less likely to experience EE. Recent research has shown that fostering SE in teachers can be very important (Kuok et al. [<reflink idref="bib68" id="ref136">68</reflink>]) when resources and support for inclusive practices may be scarce, especially when it comes to adapting to the pressures of managing diverse student populations and challenging workplace environments.</p> <p>Interestingly, EE substantially influences the motivation and well‐being of newly recruited teachers, contributing to their ITQ (H3). Furthermore, Madigan and Kim ([<reflink idref="bib75" id="ref137">75</reflink>]) and Mohammad et al. ([<reflink idref="bib82" id="ref138">82</reflink>]) have identified EE as a form of chronic stress that results in teachers feeling overwhelmed, exhausted, and unable to manage the demands of their work. This experience leads to a decrease in job satisfaction and performance. According to Wang et al. ([<reflink idref="bib124" id="ref139">124</reflink>]) and Troesch and Bauer ([<reflink idref="bib118" id="ref140">118</reflink>]), teachers frequently perceive their WE as non‐standardized when teachers encounter EE, which leads to a desire to quit the profession to avoid sadditional stress and burnout. As a result, EE generates ITQ by encouraging newly hired educators to seek relief from the pressures that threaten their professional well‐being.</p> <hd id="AN0187257438-32">EE as Mediating Relationship Between SE, WE, and ITQ</hd> <p>The results show that the EE mediates the relationship between WE and ITQ by transforming unfavorable work conditions into psychological stress, which drives the decision to leave among teachers (H4). In this context, Kuok et al. ([<reflink idref="bib68" id="ref141">68</reflink>]) verify that continuous pressure from high demands, lack of support, and inadequate resources causes EE, which diminishes teachers' emotional and physical energy. EE increases powerlessness and work dissatisfaction in the existing work setting where employees feel discontent and intend to quit. As a result, stressful job environments, especially in the education sector, increase burnout and chronic stress and predict ITQ (Xie et al. [<reflink idref="bib131" id="ref142">131</reflink>]). Finally, EE mediates between SE and ITQ. The findings align with the recent studies of Xie et al. ([<reflink idref="bib131" id="ref143">131</reflink>]) and Nauman et al. ([<reflink idref="bib88" id="ref144">88</reflink>]), who found that low SE makes teachers feel incompetent, causing tension and emotional exhaustion. Emotional weariness diminishes resilience, increases burnout, and increases leaving risk. As a result, teachers with poor SE are more vulnerable to EE, which makes them feel overwhelmed and unable to overcome professional challenges (Hu and Yeo [<reflink idref="bib53" id="ref145">53</reflink>]). The present study concluded that SE reduces fatigue and quitting, implying that EE mediates this relationship.</p> <hd id="AN0187257438-33">JS as a Moderating Variable Between EE and ITQ</hd> <p>The findings show that the JS moderates the relationship between EE and ITQ (H6) in their jobs (S. Nauman et al. [<reflink idref="bib88" id="ref146">88</reflink>]). The relationship between EE and the ITQ is found to reduce when the teachers perceive higher JS. JS primarily stabilizes the emotional cost of considering leaving one's profession. Teachers who feel comfortable are less likely to regard resignation as the only way to limit EE's harm. JS reduces job loss and instability stress by minimizing future uncertainty (Nauman et al. [<reflink idref="bib88" id="ref147">88</reflink>]). Despite EE, instructors may persevere and seek aid or coping methods over ITQ. By offering employment security, JS lessens the emotional toll of resignation. High JS makes staying more enticing and less terrifying, moderating the influence of EE on turnover intentions. It is also due to socioeconomic, psychological, as well as cultural factors prevailing in Pakistan where people are highly ambitious for the government jobs. At the forefront, the appeal of JS, economic stability, and social standing that accompany working in the government is a key driver. Furthermore, the public sector employment market in Pakistan provides some guarantees that may not always be reflected in the private sector, at least in so far as employment continuity and allowances are concerned. Schoolteachers in public schools are entitled to benefits such as retirement plans, medical attention, and monetary allowances, which are appealing in an economy with high unemployment levels and insecure labor markets (Shabbir and Wei [<reflink idref="bib107" id="ref148">107</reflink>]; Shabbir et al. [<reflink idref="bib108" id="ref149">108</reflink>]). Stability perceptions are crucial in Pakistan, where economic volatilities can be expected to generate uncertainties in private employment markets. Further, socio‐cultural values place a high value on education, and teaching is generally viewed as one of the most respectable professions. Social respect accorded to teachers enhances the attractiveness of government teaching jobs. Teaching professionals are viewed as key to national development and the building of future generations, and this aligns with the cultural value placed on education in Pakistan (ud Din et al. [<reflink idref="bib119" id="ref150">119</reflink>]; Tariq and Zaman [<reflink idref="bib117" id="ref151">117</reflink>]). Despite negative sentiments arising from workplace ostracism and job dissatisfaction in some academic circles, teaching remains a respectable profession that many aspire to join (Fatima et al. [<reflink idref="bib37" id="ref152">37</reflink>]). These factors can be considered to view JS an impactful moderator that lessens the influence of high EE on ITQ among the newly recruited teachers.</p> <hd id="AN0187257438-34">Theoretical Contributions</hd> <p>The main objective of this study is to examine the influence of WE and SE on EE in predicting the ITQ among newly recruited schoolteachers in Sindh, Pakistan. Additionally, the study explored the moderating effect of JS among EE and ITQ. The conceptual framework, therefore, aligned with the SET theory. The study found that SE considerably reduces EE among schoolteachers, which asserts the SET theory that a high level of SE enables teachers to manage stress effectively. In addition, the findings affirm the SET viewpoint that SE helps to mitigate burnout, especially in professions of high demand, such as teaching, where the challenging WE exists.</p> <p>Similarly, the findings may have novel insights that contribute to the SET theory, specifically in the findings of the mediating variable EE. The results show EE mediates among WE and ITQ, which supports the idea that SE not only regulates the emotional health of teachers but also influences withdrawal intentions or behaviors (ITQ). Furthermore, JS, as a key moderating variable, was also found supportive of positive WE, coupled with JS, which substantially moderates against EE and ITQ. It means that the JS reinforces the positive effects of SE and uplifts retention among schoolteachers. With the interaction of the findings with SET theory, the present study concentrated on understanding and applying the psychological aspect, i.e., SE within educational settings is critical and has received limited scholarly attention, especially in the Pakistani context.</p> <hd id="AN0187257438-35">Practical Implications</hd> <p>The study provides practical insights on the supporting part of the newly recruited teachers. One of the important factors pertaining to the retention of teachers is to cultivate productive and positive learning atmosphere at school. For example, through supportive leadership and career development opportunities for the staff members (Budiyanti and Haeruddin [<reflink idref="bib24" id="ref153">24</reflink>]). In this context, schools may provide financial and nonfinancial incentives for teachers upskilling who may complete additional certifications or training programs on their relevant field. In addition, continuous professional development (CPD) workshops focused should be encouraged not only to equip them with existing roles but also for their future career progressions. Moreover, for the diversity in the work‐roles, newly recruited teachers may be allowed to work in the hybrid roles (e.g., part‐time administrative duties, mentorship roles) to keep them engaged and motivated to increase and maintain their SE. These professional development initiatives made them realize their worth and growth opportunities also nurture their confidence through a supportive leadership style (Sancar et al. [<reflink idref="bib104" id="ref154">104</reflink>]). Moreover, for fostering the WE, policymakers should devise a policy where fair allocation of resources may be given to each school to create hassle‐free learning environments. For example, improving school infrastructures, staff spaces and their learning that may influence teachers' motivation to work. As in line with Bandura's SET, individuals needs a strong belief on their abilities to perfom well (Koutroubas and Galanakis [<reflink idref="bib66" id="ref155">66</reflink>]). Therefore, these activities at workplace foster positive WE that may potentially reduce the EE among schoolteachers. For specifically EE, the study advises several measures such as mentorship programs where new teachers may pair with experienced teachers as mentors to provide guidance and emotional support. Another way, is psychological resilience training in which mental health support programs such as councelling and guidance windows to be established to ventilate any emotional reaction of teachers(Pace et al. [<reflink idref="bib93" id="ref156">93</reflink>]). For this, on‐site councelors can be a betteor options. Similarly, there should be fairness in the implementation of policies such as work‐life balance, teaching hours, workload distribution, and also limiting after‐work hours. For handling emotional issues, there should be anonymous feedback mechanism for teachers to voice job concerns without fear of retaliation. Other initiatives that include public recognition and awards such as Best Teacher of the Year" awards, financial incentives, and media coverage to boost morale and motivation. Finally, the exclusive focus on these psychological aspects can be beneficial in fostering their schoolteachers SE (Annamalai [<reflink idref="bib8" id="ref157">8</reflink>]; Wullur and Werang [<reflink idref="bib128" id="ref158">128</reflink>]) which ultimately reduces EE and ITQ.</p> <hd id="AN0187257438-36">Research Limitations and Future Research</hd> <p>Although the research used a cross‐sectional design to collect the responses, which has inherent limitations, the research design was appropriate for studying the contemporary phenomenon with newly recruited teachers. However, future research may see a time‐lagged research design to study the influence of the psychological aspect of SE and moderating variable JS over the period to measure employee withdrawal behaviors. In addition, by incorporating additional statistical techniques and reporting measures such as Fuzzy‐set qualitative comparative analysis (fsQCA) and software such as AMOS, future studies could improve the robustness of the results and provide a more nuanced understanding of the factors impacting teacher turnover.</p> <p>In addition, the research was carried out in Sindh, which may limit the generalizability of results in other provinces such as Punjab, KPK, and Baluchistan, where the educational system, i.e., state policies, are different. Therefore, future research through expansion can provide a holistic understanding of ITQ among schoolteachers with diverse backgrounds and geographical locations. Hence, due to significant provincial variations in educational policies and school resources, the sample may not accurately reflect the larger population of teachers in Pakistan's various regions. A larger, probabilistically chosen sample would be helpful for future research to improve the findings' external validity. To attain a deeper exploration of the phenomena, qualitative research approaches, such as interviews or even focus groups, may subsequently be adopted by future studies not only to gain further insights into the interaction of WE, SE, and EE but also to explore the causes that might have contributed to teacher withdrawal who is quite new in their jobs. Finally, exploring other potential moderating variables, such as school leadership styles or organizational culture, could further enrich the understanding of improving teacher retention.</p> <hd id="AN0187257438-37">Conclusion</hd> <p>The current study investigated the relationships between WE, SE, EE, JS, and ITQ in newly recruited schoolteachers in Sindh, Pakistan. Findings indicate that SE plays a role in developing teachers' emotional resilience, while EE is found as an influential predictor of ITQ. In addition, JS has a crucial moderating effect, reducing the impact of EE on ITQ, can influence on the turnover on short‐term. However, although JS stabilizes, it does not eliminate EE, which may adversely impact on the overall school learning climate.</p> <p>The study contributes theoretically and practically. Theoretically, it extends SET by demonstrating the psychological mechanisms influencing ITQ. Practically, it demonstrates the need for strategic interventions—building SE, fostering positive WE, and enhancing JS while controlling EE. Neglect of these factors risks exacerbating teacher attrition, which will continue to destabilize the education system. In conclusion, it is important to say, policymakers and school leaders need to institute thorough strategies that give precedence to newly recruited teacher well‐being, professional development, and workplace support. Addressing these issues early will create a more resilient and committed teaching workforce, ensuring a sustainable future for education in Pakistan.</p> <hd id="AN0187257438-38">Acknowledgments</hd> <p>We want to thank DEO, TEO and HMs for the approval and all the schoolteachers who came farward and actively participated in the data collection process. We also would like to thank the Department of Business Administration, specifically the MS/PhD Office and ORIC, for supporting and facilitating the study's conduct.</p> <hd id="AN0187257438-39">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0187257438-40">Data Availability Statement</hd> <p>The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.</p> <ref id="AN0187257438-41"> <title> References </title> <blist> <bibl id="bib1" idref="ref108" type="bt">1</bibl> <bibtext> Ab, M. R. Hamid, W. Sami, and M. M. Sidek (2017). Discriminant Validity Assessment: Use of Fornell & Larcker Criterion Versus HTMT Criterion. Paper Presented at the Journal of Physics: Conference Series.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref80" type="bt">2</bibl> <bibtext> Agyapong, B., G. Obuobi‐Donkor, L. Burback, and Y. Wei. 2022. 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PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Burnout and Beyond: Exploring How Work Environment, Self-Efficacy, and Emotional Exhaustion and Job Security Drive Quitting Intentions among Newly Recruited Teachers in Sindh, Pakistan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yusra+Perveen%22">Yusra Perveen</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Raza%22">Ali Raza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1469-8206">0000-0002-1469-8206</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammad+Jamal+Khan%22">Mohammad Jamal Khan</searchLink><br /><searchLink fieldCode="AR" term="%22Sheema+Matloob%22">Sheema Matloob</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Said+Jaboob%22">Ali Said Jaboob</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1233-4211">0000-0003-1233-4211</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(9):3638-3653.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Security%22">Job Security</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23564
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Turnover among teachers has become an escalating issue globally, including in Pakistan, where a severe shortage of qualified teachers characterizes a struggling educational system. To counter the shortage, the government hired a large pool of qualified teachers for schools through a merit-based recruitment drive, but the newly recruited teachers also showed intent to leave their jobs. Therefore, based on the Banudura (1981) self-efficacy theory (SET), the present study aims to investigate the influence of work environment (WE) and self-efficacy (SE) to predict the intention to quit (ITQ) through the mediation of emotional exhaustion (EE) among newly recruited teachers in Sindh, Pakistan. The present study also explored the moderating role of job security (JS) to examine the ITQ. The study employed a quantitative-cross-sectional research design. Data were collected purposively from 218 newly recruited teachers working in various cities in Sindh, Pakistan--statistical software packages include SPSS 24 and Smart PLS 4 for descriptive statistics and hypothesis testing. The findings show that positive WE with high SE has a negative significant relationship with EE, further lowering the ITQ. In addition, EE mediates the relationship between WE, SE, and ITQ, while JS moderates the link between EE and ITQ, explaining that school teachers with high JS are less likely to quit their jobs despite high EE. The study offers various theoretical perspectives under the umbrella of SET to understand ITQ among teachers and also proposes practical insights to improve teacher retention through specific interventions to de-escalate the rising issue.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1479859
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479859
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23564
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 3638
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Work Environment
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Fatigue (Biology)
        Type: general
      – SubjectFull: Job Security
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Burnout and Beyond: Exploring How Work Environment, Self-Efficacy, and Emotional Exhaustion and Job Security Drive Quitting Intentions among Newly Recruited Teachers in Sindh, Pakistan
        Type: main
  BibRelationships:
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      – PersonEntity:
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            NameFull: Yusra Perveen
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            NameFull: Ali Raza
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            NameFull: Mohammad Jamal Khan
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            NameFull: Sheema Matloob
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            NameFull: Ali Said Jaboob
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0033-3085
            – Type: issn-electronic
              Value: 1520-6807
          Numbering:
            – Type: volume
              Value: 62
            – Type: issue
              Value: 9
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            – TitleFull: Psychology in the Schools
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