“Research on the Enhancement Mechanism of Rural Teachers’ Professional Attractiveness in the Context of Rural Revitalization”
Yu Zhang 1,2 , Ying Zhen 1,* , Chen Qing 3 .
1, College of Education Sciences, Mudanjiang Normal University, Mudanjiang, 157011, China.
2, Ural Federal University, Russia.
3, Department of Education, Northeast Normal University, Changchun, 130024, China.
zhenying0322@163.com
First author: Yu Zhang, 15246339088@163.com
Second author and corresponding author: Ying Zhen, zhenying0322@163.com
Third author: Chen Qing, 13978848156@126.com
Acknowledgement
National Social Science Fund of China 2021 Education General Project “Research on Rural
Teacher Retention Mechanism” (No. BHA210137)
Youth Project of Philosophy and Social Sciences Research Plan in Heilongjiang Province
“Research on the Integration of College Teacher Training and Rural Basic Education Needs
under the Background of Rural Revitalization Strategy” (No. 21EDC199)
Abstract
This study is a response to the persistent challenges of rural teacher recruitment and retention,
exploring a multi-dimensional enhancement mechanism for the professional attractiveness of
rural teachers within the framework of China’s rural revitalization strategy. The study uses a
mixed methods approach to identify institutional support, psychological motivation, financial
incentives and community engagement as the most influential predictors of professional
attractiveness using quantitative survey data from 428 rural teachers of varying age, experience
and qualification levels from five provinces, supported by factor and regression analysis.
However, the findings indicate that economic benefits are not sufficient and must be
accompanied by career development pathways, inclusive school governance, as well as
emotional ‘fulfillment’ for a long term commitment. The subsequent analysis, on a regional basis,
shows that teachers’ perceptions of their profession are mostly conditioned by localized policy
implementation. Results are valuable for policymakers and education administrators as the
proposed model for enhancement is an integrated one comprising structural and humanistic
reforms. The study adds to educational equity literature and strengthens the case for all actors in
systemic policy to realign policy to address teacher shortages in underserved regions.
Keywords
Rural education, teacher retention, professional attractiveness, rural revitalization, institutional
support, psychological motivation, educational policy, China
- Introduction
Rural regions revitalization has become a central strategy of national development frameworks in
the pursuit of equitable development and sustainable modernization, especially in countries with
prominent disparities in urban and rural development, like China. In this transformation, the
education sector is a foundational pillar, rural teachers are key agents of change, who should
work to develop local talent, reduce education inequality and promote social cohesion. (Zhao &
Liu, 2020). The problem, however, is that recruitment and retention of qualified teachers in rural
areas remain big challenges; since being teachers in rural institutions is not so professionally
attractive and it also has low pay (Liu, Xu, & Zhang, 2019). Although the rural revitalization
policies contributed to improving infrastructure and economic conditions, the human capital
dimension and especially the framing of teacher motivation and development, is poorly met
(Wang et al., 2021).
“Professional attractiveness” is constituted by tangible and intangible elements including salary,
opportunities for occupational progression and access to training, as well as intrinsic job
satisfaction, social recognition and integration into the community (OECD, 2018; Guarino et at.,
2006). For example, Rakenuy (2022) shows that studies have long shown that job security,
professional development supports and a mission motivate teachers to work in rural schools
(Ingersoll, 2017; Zhao, 2021). However, rural teaching positions have been called ‘career dead
ends’ because of little route for advancement, under resourced settings and lack of administrative
support (Xu & Hu, 2020). Additionally, differences in living standards, schools and educational
infrastructure and social status between rural and urban teaching settings have exacerbated this
view which in turn contributed to high turnover and long absence from teaching (Chen & Sun,
2019).
China’s rural revitalization campaign has been launched in 2018 and rural teaching has once
again regained its popularity as a viable and rewarding career (State Council of the People’s
Republic of China, 2018). The strategy is dedicated to a holistic improvement of rural regions on
the themes of education, health care, the economy and culture. However, without targeted
mechanisms that increase the attraction and sustainability of rural teaching roles such reforms
may not realize their full potential (Zhang & Huang, 2020). Policy efforts, including the “Special
Post Program”, provide financial and job security incentives to recruit new graduates to rural
posts (MoE China, 2020), but their long term effectiveness remains unconfirmed based on the
absence of the systematic support structure and the localized implementation strategy (Wang &
Yang, 2022).
And indeed, global research shows the same. Teacher attrition in remote areas in low and middle
income countries is also driven by things besides pay: professional isolation, poor housing, lack
of peer support and few family amenities according to the World Bank (2021). Indeed, UNESCO
(2020) has also emphasized the need for localized policy making which respects diversity in
terms of cultural and regional diversity to retain teachers for rural education. This backdrop
raises a critical research need, namely to understand the mechanisms that have the potential to
truly augment rural teachers’ professional attractiveness in countries undergoing rapid rural
restructuring.
Addressing this gap this study examines multifaceted determinants of rural teachers’ professional
appeal within the process of rural revitalization. This paper presents an actionable framework
that chronicles how economic, institutional, psychological and sociocultural factors operate
together to influence rural teachers’ decision regarding career choices through a synthesis of
policy evaluation, empirical evidence and teacher perceptions. Specifically, the findings aim to
contribute to academic literature and policy design that could inform the development of a
durable, egalitarian and high quality rural education ecosystem.
- Literature Review
Rural teaching positions have become a key area of study regarding the professional
attractiveness of rural positions, particularly as these positions carry the burden of providing a
level of access and quality of education to the rural population that often falls far short of urban
counterparts. The problem does not remain with the national borders anymore and similarly is
taken up into various socio political and economic contexts globally. A number of scholars have
underscored that salary and a fitting infrastructure do not entirely ensure professional
attractiveness (Day & Gu, 2009; Klassen & Chiu, 2011), but also other factors like professional
recognition, social recognition and alignment with individual views. However, in rural contexts,
many of these factors remain underdeveloped, making for very poor teacher morale, high
attrition rates and ongoing understaffing of many remote schools (Mulkeen, 2010; Feng, 2009).
A dominant theme in extant literature is the way that policy incentives and structural frameworks
can make rural teaching more attractive. According to Akiba and LeTendre (2009), rural
teaching positions are unlikely to compete with urban schools on such issues as housing
subsidies, professional development support and financial bonuses, unless the design of policy
interventions is well designed. Retention rates improved considerably in hard to staff areas when
such incentives were introduced (Mulkeen and Chen 2008 (Sub-Saharan Africa)). In India,
Ramachandran et al. (2005) observed that state sponsored programs aimed at appointing female
teachers in rural areas produced better educational results by improving community trust, as
incentive based recruitment has subtler effects.
However, the literature further reflects a significant interest in initial teacher education and
professional development particularly as it impacts teachers’ willingness to teach in rural
communities. Per Chong and Low (2009), teachers, in particular in isolated teaching
environments, can work out reasons that make this a proper profession to educate in. However,
teacher training institutes continue to be both curriculum and field experience urban centered,
thus creating a misalignment of training and deployment needs (Reid et al., 2010). Additionally,
Avalos (2011) points to the lack of continuous learning opportunities in rural contexts as the
reason for the diminished professional appeal that rural teachers experience because the absence
of workshops, certifications or access to higher education makes rural contexts feel stagnant for
teachers.
A second major area addressed in global research is related to the social and cultural integration
of the rural teachers in the community. Isolation is still seen by Hargreaves (2001) as the main
cause of attrition whilst posting rural teachers. Miller (2012) found that teachers with strong
community engagement in rural Australia were more likely to remain in their profession for
longer periods of time. Recognition from the community and from the society at large lends a
sense of belonging, much of which is very critical especially in environments where there is low
institutional support. Teachers’ social capital and professional self worth can be improved by
community based recognition schemes, local housing integration and participation in cultural
activities (Sharplin, 2008).
Recent studies have begun to investigate rural revitalization policies in the intersection with
educational reforms in the Chinese context, for instance what leads to the attractiveness of rural
teaching. Local governments are beginning to test the “educational ecology” models—holistic
education that overlaps school development with community revitalization (Li and Yang 2018).
The ultimate goal of these initiatives is to do more than just modernize facilities, but develop an
ambiance meant for a satisfying teacher life. There is, however, an unevenness to
implementation and the distribution of educational investments has an urban bias (Zhou, 2020).
Moreover, there is a growing interest in psychological and emotional well being as a central
element in attracting and retaining teachers. Skaalvik and Skaalvik (2011) in a longitudinal study
found emotional exhaustion, perceived lack of support and workload pressure to be significant
predictors for teachers leaving their profession and rural teachers more specifically are highly
susceptible as they have multiple role responsibilities. These difficulties become even worse if
there are no peer networks and professional counselling in rural areas and, therefore, it makes
sense to see teacher mental health as part of any enhancer mechanism.
Rural education and teacher support discourse is also complex with regards to technology. It has
opportunities to learn remotely and professional development, but the digital divide still hampers
these. Rural teachers lack access not only to classrooms but also to training in how to incorporate
ICT into their teaching (Tondeur et al. 2017), thus diminishing both their role at schools and
professional growth. However, if deployed correctly, digital platforms can grant rural teachers
the opportunity to engage with a community of learners, mentorships and educational tools to
improve their skills and build self confidence (Kirkwood & Price, 2014).
Finally, gender dynamics in rural teaching occupations are discussed. According to research by
Sjoer and Meirink (2016), female teachers existing especially in conservative rural environments
encounter more layers of societal gaze, mobility restrictions and lack of work–life balance
making them choose to leave their roles even if they have what it takes and are passionate about
teaching. These gendered challenges point to the importance of empowering programs as a
means of both increasing retention and positioning the female educator as a role model in rural
society.
The body of literature provides a multidimensional picture of professional attractiveness in rural
teaching. Financial and non financial incentives, professional development structures,
community integration, emotional well being and gender sensitive and digital inclusive policies
are key determinants. Yet, little effort has been devoted to understanding these factors in the
context of large rural revitalization campaigns, like the ones currently in China. As a response to
that gap, this paper aims to fill it by providing an empirical model based on successful global
preconditions to the environment of Chinese rural educational background.
- Methodology
3.1 Research Design
Adopting quantitative survey based research design, this study explores the underlying factors
that shape the professional attractiveness of rural teachers against the backdrop of the rural
revitalization strategy in China. To facilitate consistent data collection and statistical analysis
across different rural regions, we chose to take a structured approach. The design enabled the
researchers to examine how the variables related to financial incentives, career growth,
community engagement and psychological motivation related to one another. This was designed
to test hypothesized relationships between institutional and personal factors and their effects on
rural teachers’ willingness to stay in their positions.
3.2. Population and Sampling
This study targeted active primary and secondary school teachers working in rural areas, where
rural revitalization programs are being implemented in five provinces: Sichuan, Gansu, Henan,
Guangxi and Guizhou. These provinces were selected for their geographic diversity, degree of
development and intensity of policy implementation. Stratified random sampling was used as the
sampling technique which guaranteed equal presence of regions and school level. In each of the
provinces, teacher participants were made up of both centrally and locally funded public school
teachers. 500 questionnaires were distributed and received 428 valid responses with a high rating
of response rate of 85.6%. We found this sample size adequate for regression and factor analysis.
3.3 Instrumentation
A structured questionnaire was developed as the survey instrument, using existing validated
scales and piloted before deployment. Six sections were included in the questionnaire: (1)
Demographic Profile, (2) Economic Incentives, (3) Career Development Opportunities, (4)
Community Support and Social Respect, (5) Workplace Environment and Resources and (6)
Psychological and Professional Satisfaction. Participants recorded their responses on a 5 point
Likert scale which ranged from 1 (strongly disagree) to 5 (strongly agree). In order to assure
semantic equivalence, the questionnaire was translated into Mandarin and back into English. The
instrument was reviewed for content validity by a panel of three education policy experts.
3.4 Data collection procedure.
The data collection lasted three months from January to March 2025.
Provincial education bureaus gave official permission while school
principals ensured that questionnaires were distributed to teachers
during staff weekly meetings. Teachers were given the choice to
respond anonymously either writing on paper forms or using secure
digital channels such as Wenjuanxing (问卷星). All participants were
assured of confidentiality and that data would be used only for
academic research purposes in order to minimize bias. Reminders
were used to maximize participation, as follows.
3.5: Reliability and Validity
A Cronbach’s alpha test of each thematic section was granted to guarantee the instrument’s
reliability. All of the values exceeded 0.70, with the overall instrument achieving a Cronbach’s
alpha of 0.89, showing high internal consistency. To test construct validity exploratory factor
analysis (EFA), the factor extraction method was principal component extraction and rotation
was using VARIMAX. At this point the Kaiser-Meyer-Olkin (KMO) measure of sampling
adequacy was 0.84 and Bartlett’s test of sphericity was significant (p < 0.001), indicating these
data were appropriate for use in factor analysis. Four extracted major components were core
thematic areas.
3.6 Data analysis techniques
The survey quantitative data was analyzed using IBM SPSS Statistics version 26.0.
Demographics and patterns of responses were summarized by descriptive statistics. Multiple
linear regression analysis was used to ascertain the predictive relation of independent variables
(incentives, community support, training access, workplace conditions) of the dependent
variable—professional attractiveness. Moreover, Pearson correlation coefficients were calculated
to observe the relationship of key variables. Hierarchical regression analysis was also applied in
a quest to explore potential mediating effects. All inferential statistical tests used significance
levels of p < 0.05.
- Results
4.1 Demographic Analysis
Table 1 and Figure 1 summarize the demographic profile of respondents. Gender distribution is
slightly in favor of women (56%) and the age groups are primarily those of 31–40 years (with
more than 40%) which is the largest group. The situation is consistent with a national trend of a
large number of mid-career teachers that form the backbone of China’s rural education. The
teaching experience distribution (Table 1) confirms this, with many respondents having teaching
experience from 6 to 15 years, confirming that the study covers responses by professionally
active and experienced people. Figure 2 represents a violin plot which reveals the concentration
and spread of teachers with various levels of teaching experience through this and one can tell
that the most experienced levels represent both breadth and depth in representation. We ensure
the reliability and generalizability of study findings by grounding the study in demographic
evidence.
Table 1: Demographic Distribution of Respondents
Demographic Variable Categories Frequency Percentage (%)
Gender Male 188 44.0
Female 240 56.0
Age 20–30 82 19.2
31–40 176 41.1
41–50 127 29.7
51 and above 43 10.0
Teaching Experience 1–5 years 104 24.3
6–10 years 116 27.1
11–15 years 98 22.9
16+ years 110 25.7
Figure 1: Pie chart of age distribution
4.2 Central tendencies of core constructs
Descriptive statistics of key variables affecting rural teachers’ professional attractiveness are
shown in table 2. The highest mean score was recorded in “Career Development Opportunities”
(M = 4.18) and second in Psychological Motivation” (M = 4.06). The values here reflect a high
weight of intrinsic and professional growth oriented elements. By contrast, “Financial
Incentives” (M = 3.54) achieved the lowest level of satisfaction (ongoing dissatisfaction with
monetary compensation in rural areas). To illustrate this trend, Figure 3 is a radar chart of an
integrated view in terms of how each construct ranks across the others. This compact but clear
spread on the radar chart suggests that while all factors matter, some do more so than others (i.e.,
the intrinsic factors matter more in shaping teachers’ sense of professional fulfillment).
Table 2: Descriptive Statistics of Key Survey Constructs
Construct Mean Std. Deviation Interpretation
Financial Incentives 3.54 0.71 Moderate Satisfaction
Career Development Opportunities 4.18 0.64 High Importance
Community Support 3.89 0.68 Moderately High
Institutional Support 3.95 0.72 Moderately High
Psychological Motivation 4.06 0.58 High Motivation
Professional Attractiveness 3.88 0.62 Moderately High
Figure 2 – Violin Plot: Teaching Experience
Table 3: KMO and Bartlett’s Test of Sphericity
Measure Value
KMO Measure 0.84
Bartlett’s Test (p-value) < 0.001
Figure 3 – Radar Chart of Mean Scores
4.3 Professional Attractiveness Scores Distribution
In order to gain a better understanding of what draws teachers to the profession and what
motivates them to stay in the profession, a box plot distribution of scores for the “Professional
Attractiveness” construct is presented (see Figure 4). The median is fairly close to the upper
quartile and it has a positive tendency overall, however, the problem is that the whiskers show
that a small part of the respondents actually rated it much lower than most people and this seems
to suggest pockets of dissatisfaction. Though statistically moderate, this heterogeneity is
meaningful; while it would appear that some policy interventions are working, others are left
untouched by current reforms.
Table 4: Rotated Component Matrix (Key Items Only)
Item Component 1
(Economic)
Component 2
(Institutional)
Component 3
(Community)
Component 4
(Psychological)
Salary Benefits 0.76
Job Security 0.65 0.58
Access to
Training
0.71
Community
Participation
0.78
Sense of
Mission
0.81
Job Fulfillment 0.77
Figure 4: Histogram showing distribution of professional attractiveness scores
4.4 Factor analysis for validity of constructs
An exploratory factor analysis was undertaken to test the construct validity of the survey
instrument. Table 3 shows the results where KMO value is 0.84 and Bartlett’s Test of Sphericity
was highly significant (p<0.001) which confirmed sampling adequacy and factorability. Table 4
shows that the rotated component matrix does cluster well under four distinct factors, namely,
Economic, Institutional, Community and Psychological. Such clusters are conceptually coherent
and statistically discrete. The resulting figure Scree plot (shown in Figure 5) of the factor
analysis is consistent with a four factor model having a noticeable “elbow” after the fourth
component. Figure 6 which is a bubble chart presents an intuitive visual representation of the
four thematic domains scaled by their eigenvalues. Although last in order, the psychological
component is substantively significant, substantiating its conceptual strength in explaining
professional attractiveness.
Table 5: Regression Model Summary
Model R R² Adjusted R² Std. Error
1 0.687 0.472 0.465 0.452
Figure 5 – Scree Plot: Factor Analysis
4.5 Regression Model of Key Predictors
A multiple linear regression was conducted to evaluate the influence of independent variables on
the perceived professional attractiveness of rural teaching. The model summary in Table 5 has
the R² value equal to 0.472 which tells us that almost 47% of the variation in professional
attractiveness is explained by combined predictor variables. In the individual beta coefficients of
Table 6, Institutional Support (β = 0.41, p < 0.001) and Psychological Motivation (β = 0.38, p <
0.001) become the strongest predictors, followed by Financial Incentives (β = 0.33, p < 0.001)
and Community Support. This implies that even in rural settings, the emotional and structural
context in which a teacher works is more important than simply the level of compensation. This
contrast between these beta values is visualized in Figure 7, a gradient bar chart that enables a
comparison of the relative importance of each factor, instantly drawing attention to the driving
role of institutional mechanisms.
Table 6: Regression Coefficients
Predictor Variable β (Beta) Std. Error t Sig. (p-value)
Financial Incentives 0.23 0.05 4.59 < 0.01
Institutional Support 0.41 0.06 6.83 < 0.001
Community Support 0.17 0.05 3.12 < 0.01
Psychological Motivation 0.38 0.04 5.97 < 0.001
Figure 6 – Bubble Chart of Factor Components
4.6 Correlation Among Variables
Pearson correlation coefficients were then calculated for further exploration of the relationships
among variables. The correlation matrix, presented in Table 7, shows all the independent
variables correlating positively and very strongly with the dependent variables, with the highest
correlation valued between institutional support and professional attractiveness (r = 0.61). Most
notably, psychological motivation also highly correlates with both institutional and community
support indicating the two may be working synergistically (vs. separately). These relationships
are depicted graphically by intensity of the color in a heatmap (Figure 8), for easy visual
interpretation of the strongest linear relationships. This visual mapping makes commitments of
professional attractiveness in good relief the multidimensional nature of professional
attractiveness and the associated influencing factors are interconnected with one another.
Table 7: Pearson Correlation Matrix
Variable 1 2 3 4 5
- Financial Incentives 1.00
- Institutional Support 0.53** 1.00
- Community Support 0.49** 0.55** 1.00
- Psychological Factors 0.45** 0.60** 0.51** 1.00
- Professional Attract. 0.56** 0.61** 0.47** 0.59** 1.00
Note: All values marked ** are significant at p < 0.01.
Figure 7 – Gradient Bar Chart of Beta Coefficients
4.7. Regional Comparison of Constructs
Finally, the mean scores across all constructs are compared by province on Table 8. ‘Coming in
first across the board, the difference is most apparent in psychological motivation (M = 4.10) and
professional attractiveness (M = 3.95),’ the result of recent investment in education reforms in
the region,’ Guizhou is likely. Unlike Sichuan and Henan provinces which score slightly lower,
this indicates ineffectiveness of rural revitalization policies in terms of implementation
effectiveness. The regional variability in this dimension, therefore, requires a localized policy
response rather than a one size fits all approach to increasing rural teaching careers.
Table 8: Mean Scores by Province
Province Financial
Incentives
Institutional
Support
Community
Support
Psychological
Motivation
Professional
Attractiveness
Sichuan 3.49 3.91 3.84 4.01 3.82
Gansu 3.55 3.96 3.88 4.05 3.90
Henan 3.60 3.93 3.91 4.07 3.86
Guangxi 3.52 3.98 3.85 4.06 3.87
Guizhou 3.56 4.01 3.95 4.10 3.95
Figure 8 – Heatmap: Correlation Matrix
- Discussion
This study finds that the attractiveness of rural teachers involves multiple dimensions in the
context of China’s rural revitalization strategy. A broader trend in the education policy literature
is to move away from the strictly financial models to the incorporation of humanistic ones, that
are facilitated by merging psychological, institutional, financial and community development
elements into a comprehensive enhancement mechanism. Overseas, the work of this study joins a
growing body of research which acknowledges the sustainability of rural education systems
drawing on resource management but also on social integration, identity construction and
systemic support (Buchanan, 2015; Torrevillas, 2014).
Second, institutional support, as the most prominent predictor in the regression model, also
supports earlier conceptual views of school environments as ecosystems that have a direct
influence on teacher motivation and retention. According to Darling-Hammond (2010), if the
teachers can perceive their jobs as personally and structurally supported, as they can through
mentorship, accessibility to leadership, carrying workloads based on balance etc. and get timely
feedback, the probabilities of the teachers to stay committed to their schools increases. This
study is addressed in the framework of this and through use of empirical backing it is clear that
in rural Chinese contexts institutional mechanisms such as transparent evaluation systems,
participation in decision making and school led development programs, have a major impact on
the professional outlook amongst teachers. In addition, this implies that, for localized educational
governance, a change in the bureaucratic oversight model of leadership is needed to be more
facilitative and responsive (Printy & Marks, 2006).
Psychological motivation played an equally important role and was established as the second
most significant factor influencing professional attractiveness. Au revoir, self-determination
theory which states that autonomy, competence and relatedness are necessary intrinsic
psychological needs for optimal functioning and engagement (Deci & Ryan, 2000). In rural areas
with constraints of infrastructure and society, teaching becomes an important mental anchor in
terms of sense of mission and meaningfulness as well as emotional fulfillment. Day and Qing
(2009 ) studies bring to light that teachers see their role as a transformative and community role
and that is how they will be able to overcome contextual challenges. Psychological motivation
has received a high mean score. This indicates that although the rural teachers have limitations,
they get some satisfaction from contributing to social equity and community growth.
Financial incentives showed a positive correlation with professional attractiveness, but their
influence was relatively smaller. This backs the argument that to attract people to rural posts,
there is a prerequisite of economic stability but it is not enough to ensure long term retention
(Johnson et al. 2012). Due to the fact that there is a large income gap between urban and rural
salaries in developing countries, researchers (Mulkeen 2005, Vegas & Ganimian 2013) have
pointed out the significance of ‘non-monetary incentives’ such as promotion opportunities,
housing and professional recognition. This viewpoint’s present study supports this by evidencing
that even when salary dissatisfaction exists, other supportive structures can offset and contribute
positively to perception.
The lesson of the findings is also the importance of community support and integration into
cultural life. In many instances rural teachers are expected to serve as educators, moral guides,
health advisors and administrative aides (Leu, 2005). Community trust and social validation play
a significant part in the professional identity formation in this multifaceted role. This runs
parallel with the work of Cross and Hong (2012) in which they proposed that emotional
resilience in challenging teaching contexts is built on the sense of belonging. The present study’s
moderate, but significant beta weight and correlation score for community support significantly
weights community support as a requirement, especially in settings where formal institutional
support may be absent or delayed.
The regional data analysis offered such a unique insight: provincial scores vary, demonstrating
strongly the importance of geographic and administrative contexts. Refinement of the argument
made by Tan (2014) that though national level education policy is indispensable, it needs to be
interpreted and adapted from a local perspective to address regional inequity. For provinces such
as Guizhou with higher scores in psychological motivation and institutional support, recent
policy interventions in this province have been promoting integrated development models by
connecting educational improvement to infrastructure, healthcare and culture. The policy
proposals of this thesis echo the comprehensive rural development theories advanced by Fan,
Zhang and Zhang (2004) which suggest that education systems in rural areas flourish best as part
of a larger positive economic growth.
This study provides an evidence base for the design of multi level incentive frameworks that
move beyond money and consider structure, emotion and culture from a policy perspective. An
example is rural teacher career ladders, implemented as part of the Vietnam (and Thailand)
Performance and Ladder Project which can offer long term motivation and prevent teacher
attrition (World Bank, 2019). Furthermore, technology can be used for distance training through
new distance training platforms and digital peer networks as suggested by Trucano (2015), in
order to provide professional development in remote areas. But technology intervention must be
contextualized — any assumption that digital literacy or access to infrastructure is homogenous
can prove to be folly.
Another important factor that one must consider is, emotional and mental health is becoming a
silent yet important factor in teacher retention. According to Kyriacou (2001) and more recently,
Collie et al. (2015) there is a psychological toll of being forced to teach under stressful
conditions. Emotional well being is both a challenge and cornerstone of professional
sustainability in a traditional context of the Chinese rural which in many cases, teachers around
the world experience multi grade classrooms, limited facilities and high community expectations.
Figure 4 shows the boxplot of professional attractiveness scores that supports this, with variance
possibly due to emotional burnout in some respondents. Consequently, the addition of wellness
programs as well as psychological guidance in teacher support systems could possibly yield long
term advantages.
This study also contributes theoretically in showing how integrated enhancement mechanisms
inclusive of different elements such as those from institutional theory, motivational psychology
and rural development models are feasible. While studies on teacher attraction, retention or the
combination of the two are typically treated as isolated or linear phenomena, this research teams
job satisfaction, community validation, policy infrastructure and professional autonomy into a
systems thinking view, wherein feedback loops exist among these pathways. Cross disciplinary
education theorists such as Fullan (2007) and Hargreaves & Shirley (2009) increasingly support
this approach to systemic, participatory and values based educational reform.
In conclusion, this paper supports the main thesis that the attractiveness of rural teachers’
profession is conditioned by the interaction of several interrelated variables. The research
interrogates the psychology and design of innovation in a systematic way, criticizing simplistic
economic determinism and instead suggesting a framework for the development of enhanced
institutions, networks of community solidarity, empowered individuals and stationed innovation.
Longitudinal models need to be developed and tested to determine how these factors change and
evolve over time and whether current reforms yield long lasting changes in teacher attitudes and
behaviors.
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