Given the need to guarantee sustainable, high-quality preschool education and considering preschool teachers' central role in children's learning and growth, the effective development of preschool teachers requires serious attention. This study explored the current intention to stay and the factors predicting retention intention among 214 urban preschool teachers in China using a retention intention scale, work value scale, and workload scale. The results showed that the preschool teachers' retention intentions were above average, with age, marital status, major, years of experience, weekly working hours, salary, working relationship with the preschool, and the type and rank of the preschool significantly influencing this intent. Educational background, qualification certificate, and job title did not affect these intentions. The results indicated that workload was negatively associated with ECTs' retention intentions, whereas work values were positively associated. Although the interaction between overall workload and total work values was not significant, further analysis of subdimensions revealed that intrinsic values amplified the negative effect of workload on retention intentions, while extrinsic values mitigated it. No significant moderating effect was found for external rewards. The findings highlight potential avenues for improving retention intention by focusing on intrinsic and extrinsic values and alleviating teacher workload in preschools and governmental institutions. This can, ultimately, have developmental benefits for both children and ECTs.