The Effects of Competence-based Employability and Perceived Employability on the Turnover Intention among English Teachers Working in Taiwan and the Moderating Effect of Perceived Organizational Support

Abstract

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This study investigates the relationship between competence-based employability and turnover intention among Teaching English as a Foreign Language (TEFL) teachers in Taiwan. Grounded in Conservation of Resources (COR) theory, the study examines perceived employability as a mediating factor and perceived organizational support as a moderating variable. Data were collected from 201 TEFL teachers working in cram schools (buxibans) across Taiwan, all of whom had at least one year of teaching experience and were from native English-speaking countries. A snowball sampling method was used for recruitment, and data were collected via an online questionnaire. The research employed a cross-sectional quantitative design. Descriptive statistics, Pearson correlation, and hierarchical regression analyses were conducted using SPSS. Moderated mediation was tested through the PROCESS macro (Models 7 and 14) developed by Hayes. Results indicate that competence-based employability is negatively related to turnover intention, and this relationship is partially mediated by perceived employability. Furthermore, perceived organizational support positively moderates this mediated relationship, such that the indirect effect is weaker when support is high. These findings contribute to the literature on employability and turnover among self-initiated expatriates, providing theoretical and practical insights for HR professionals aiming to retain TEFL teachers. The study highlights the importance of organizational support and competence development as strategic tools to enhance employee retention in the ESL sector.