Research on influencing factors and correlation pathways of rural teachers' retention in China.

ABSTRACT:

Introduction

Teacher retention in rural China remains a critical issue, with significant implications for educational equity and student achievement. Addressing the challenge of retaining qualified teachers in remote and economically underdeveloped regions is essential for ensuring high-quality education for rural students. This study investigates the factors influencing rural teacher retention and proposes a hierarchical model to elucidate their interrelationships.

Methods

Employing grounded theory and interpretive structural modeling (ISM), this study conducted semi-structured interviews with 33 rural teachers who had taught in rural areas for more than three years. The grounded theory approach was used to construct a theoretical model of factors influencing teacher retent

SUBMITTER: Chen F 

PROVIDER: S-EPMC12833959 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature