Multidimensional Organizational Justice and Turnover Intention among Teachers in Higher Vocational Colleges in Jiangsu Province: The Mediating Role of Job Burnout
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Abstract
This study examined the relationships between four dimensions of organizational justice—distributive, procedural, interpersonal, and informational justice—and turnover intention among teachers in higher vocational colleges in Jiangsu Province, China, with particular attention to the mediating role of job burnout. A cross-sectional quantitative survey was conducted using a proportionate stratified sampling strategy at the institutional level. Data collection commenced on December 15, 2025, and continued for two months. A structured self-report questionnaire was administered to the target population, yielding 438 valid responses. Structural equation modeling and bootstrap analysis were used to examine the direct and indirect relationships among the study variables. The structural model demonstrated an acceptable fit to the data (χ²/df = 1.906, RMSEA = .045, and CFI = .961). Distributive justice (β = −.231, p < .001), procedural justice (β = −.287, p < .001), interpersonal justice (β = −.158, p = .006), and informational justice (β = −.149, p = .010) were significantly and negatively related to job burnout, while job burnout was significantly and positively related to turnover intention (β = .571, p < .001). Distributive justice also showed a significant direct negative relationship with turnover intention (β = −.182, p = .002), whereas the direct relationships involving procedural, interpersonal, and informational justice were not statistically significant. Bootstrap analysis indicated significant indirect relationships between all four justice dimensions and turnover intention through job burnout, with indirect effects ranging from −.085 to −.164 and 95% confidence intervals excluding zero. These findings reveal differentiated pathways linking organizational justice to turnover intention: distributive justice is related to turnover intention through both direct and indirect pathways, whereas procedural, interpersonal, and informational justice are related to turnover intention primarily through job burnout. The results highlight the importance of fair organizational practices and teacher burnout prevention in strengthening teacher retention in higher vocational education.
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