Should I Stay or Should I Go? Teacher Working Conditions at a Chinese Internationalized School

• In Event: Teaching Perspectives and Learning Experiences: International Perspectives

Abstract

Chinese internationalized schools have undergone transformational shifts due to educational policy changes and COVID-19-related restrictions. This study explored teacher perceptions of working conditions through a survey administered annually between 2019 and 2022 at one Chinese internationalized secondary school. Data analysis revealed a negative association between teacher perceptions of working conditions and immediate professional plans of moving schools or leaving education, as well as with international teacher status. Additionally, teacher perceptions of working conditions and three primary stay factors—(1) instructional practices and support, (2) school leadership, and (3) time during the work day—were negatively associated. Given ongoing teacher recruitment challenges for Chinese internationalized schools, school leadership may need to provide targeted working conditions supports with an eye toward teacher retention.

Authors

• Marie Himes, North Carolina State University
  Presenting Author

• Sarah Byrne Bausell, North Carolina State University
  Presenting Author