Factors Influencing Teachers' Willingness to Move in the Chinese School System

Autor/inn/en	Wang, Fuyan; Tang, Hanwei; Shen, Wei; Wang, Yan; Lo, Leslie N. K.
Titel	Factors Influencing Teachers' Willingness to Move in the Chinese School System
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 1, S.203-218 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1923457
Schlagwörter	Influences; Foreign Countries; Faculty Mobility; Educational Policy; Rural Schools; Urban Schools; Teacher Distribution; Equal Education; Predictor Variables; Teaching Experience; Family (Sociological Unit); Teacher Characteristics; Institutional Characteristics; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Ausland; Politics of education; Bildungspolitik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Prädiktor; Familie; Lehrerverhalten
Abstract	A recently introduced national policy in China, "Opinions on Promoting the Rotation of Principals and Teachers in Compulsory Education Schools within the County/District," mandates teacher mobility between urban and rural areas, thereby ensuring a more equitable distribution of human resources. This study investigated a key but understudied issue in the Chinese school system: factors influencing teachers' willingness to move. A survey questionnaire was distributed among 650 teachers in urban areas, since they are considered as more experienced, prepared, and qualified than their rural peers. Data were analysed using the chi-square test, Spearman and Pearson correlation analyses, and binary logistic regression analysis. Results showed significant differences in teachers' willingness to move, based on their teaching experiences, family status, and professional titles. The social responsibility of promoting educational equality and expectations of professional development encourage mobility, while familial obligations and adaptability concerns discourage them. The findings provide insight into the implementation of a policy compelling teachers to serve in unfamiliar settings and emphasize the necessity of appropriate physical, psychological, and professional support to encourage such mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01