Purpose

Preschool Teachers often face constrained promotion opportunities and limited job challenges; however, empirical comparisons of how different types of career plateau—hierarchical and job-content—affect turnover intention remain insufficient. Moreover, prior studies have focused largely on the direct consequences of career plateau, with limited attention to the psychological mechanisms through which it influences turnover intention via job burnout. Whether work–life balance (WLB), as a potential protective resource, can moderate this resource-depletion process also remains underexplored. Guided by Conservation of Resources (COR) theory, this study investigates the effects of two forms of career plateau on turnover intention, examines the mediating role of job burnout, and further tests the moderating effect of WLB.

Design/methodology/approach

A questionnaire survey was administered to 335 in-service preschool teachers in Taiwan. The collected data were analyzed using JASP 19.3 and the PROCESS macro for SPSS to test the proposed hypotheses.

Findings/results

Results showed that hierarchical career plateau was positively associated with turnover intention, whereas job-content plateau did not demonstrate a significant direct association. Both types of career plateau were positively related to job burnout, and job burnout, in turn, was positively associated with turnover intention. Moreover, job burnout partially mediated the association between hierarchical career plateau and turnover intention, whereas it fully mediated the association between job-content plateau and turnover intention. Finally, work–life balance did not moderate the association between hierarchical career plateau and job burnout; however, it significantly attenuated the positive association between job-content plateau and job burnout, indicating its protective function in line with the principles of COR theory.

Originality/value

This study reveals that preschool teachers are prone to prolonged job burnout when confronted with limited career growth, which in turn increases their intention to leave. By differentiating between hierarchical and job-content plateaus, the study clarifies their distinct roles in influencing burnout and turnover intention, addressing a conceptual gap in prior research. Furthermore, the buffering effect of work-life balance underscores the protective value of personal resources, offering theoretical validation of COR theory within early childhood settings. The findings contribute to a more nuanced understanding of career risks in this field and offer both theoretical and practical implications for supporting preschool teachers’ career sustainability.

Implications for policy/practice

When preschool teachers experience career plateaus, organizations should provide developmental support through diversified job assignments, career counseling, mentoring programs, and continuing education. These strategies can help rebuild motivation and reduce burnout caused by resource depletion. Additionally, preschool centers should foster a family-supportive work environment by offering parenting resources and organizing parent-related activities. Such efforts can help preschool teachers achieve a better balance between work and life responsibilities, thereby reducing burnout, and improve workforce stability and educational quality.