Against the backdrop of booming private higher vocational education, teacher turnover intention has severely hindered institutional stable operation and high-quality educational development. Grounded in the Job Demands-Resources model and Conservation of Resources theory, this study systematically reviews relevant literature and focuses on teachers in private higher vocational colleges to explore the dual influencing mechanisms of occupational stress and perceived organizational support on turnover intention, with job satisfaction as the mediating variable. The results reveal that occupational stress acts as a negative resource depletion factor to reduce job satisfaction and exacerbate turnover intention, while perceived organizational support serves as a positive resource supplement to enhance job satisfaction and restrain teachers’ turnover tendency, and job satisfaction plays a critical mediating role in the above two causal paths. This study further identifies situational heterogeneity and threshold effects in variable correlations, explaining inconsistent conclusions in existing empirical research. It also summarizes key research gaps: insufficient integration of resource gain and loss dual-path mechanisms, neglected situational boundary conditions, and over-reliance on cross-sectional data. Future research is suggested to explore the interactive buffering effect of the two core factors, introduce moderating variables to construct conditional process models, and adopt longitudinal data to verify dynamic causal relationships. This study complements the theoretical system of teacher turnover research and provides practical references for private vocational colleges to optimize human resource management and stabilize teaching staff.

Keywords: private higher vocational colleges; teacher occupational stress; perceived organizational support; job satisfaction; turnover intention.