Community Interaction Matters: A Study on Rural Chinese Teachers' Retention

• In Event: Rural Teachers and Rural Teacher Preparation: Intersections With Place

Abstract

Teachers’ retention in rural schools plays a critical role in rural students’ equal access to quality education. Although research has well documented many factors that contribute to teacher turnover, little has specifically focused on the interactions between teachers and local communities. Using a national sample of 3,742 rural teachers, this study examined the effects of teacher-community interplays and community types on teacher retention in China. Results showed that more interactions were significantly related to higher intentions to stay. Teachers working in close-knit communities were more likely to leave than their counterparts in scattered and dispersed communities. We recommend policymakers to be aware of non-economic factors when designing strategies for retaining rural teachers.

Authors

• Mingkun Cui, The Pennsylvania State University - University Park

• Yu Xia, The Pennsylvania State University

• Chenglong Wang, National Academic of Education Administration