Understanding Rural Teacher Retention in Chinese Rural Regions: A Social Capital Perspective on Border-Crossing Experiences (Stage 1, 7:59 AM)

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Abstract

This study examines retention factors among rural kindergarten teachers in China's "One Village, One Preschool" initiative through Border Theory and Social Capital Theory. Interviews with 11 long-serving teachers explored how they construct professional identities, navigate boundaries, and sustain commitment. Teachers developed multifaceted identities beyond traditional roles, encompassing caregiving, family consulting, and cultural mediation. They navigated domain boundaries through integration strategies and flexibility while leveraging social capital across networks. Three mechanisms link boundary navigation to retention: cross-domain influence, generating intrinsic rewards, integrated professional identity harmonizing multiple roles, and work-life balance enabling professional-personal synergy. This research extends understanding of teacher retention beyond market-oriented perspectives, offering implications for supporting rural early childhood education workforce.

Authors

• Shuang XIE, The Chinese University of Hong Kong

• Si Chen, The Chinese University of Hong Kong

• Xi Lan, The Chinese University of Hong Kong

• Yun Dai, Chinese University of Hong Kong

• Ming Dong Mak, The Chinese University of Hong Kong

• Mai Lu, China Development Research Foundation

• Zhixin Du, China Development Research Foundation

• Yiluo Mose, China Development Research Foundation