She Who Is Motivated in Public Service Suffers More From Policy Meaninglessness: Understanding Teacher's Professional Turnover Intention in the Context of China's “Double Reduction” Policy

Abstract

Limited research attention has been devoted to understanding whether policy meaninglessness is related to professional turnover intention among street-level bureaucrats, especially in China. Drawing from theory and research related to policy alienation, social identification, and public service motivation, this study investigates whether school teachers' perception of meaninglessness related to China's “Double Reduction” policy triggers emotional exhaustion and undermines professional identity, thereby indirectly relates to professional turnover intention. Furthermore, the possible exacerbating role of public service motivation during this process is also examined. Analysis of survey data from 446 teachers revealed that policy meaninglessness was positively related to professional turnover intention through emotional exhaustion and professional identity. Moreover, this relationship was more pronounced among teachers with higher levels of public service motivation. These findings underscore the nuanced influence mechanism of policy meaninglessness, as well as how individual characteristics such as public service motivation might condition street-level bureaucrats' reactions to policy alienation. Theoretical and practical implications are discussed.