Full Description
This book primarily investigates the factors influencing rural teacher well-being in China.
By jointly using international comparable data from Teaching and Learning International Survey (TALIS) as well as China's survey data from 29 counties of ten provinces in the mainland, this book not only illustrates the current status and influencing factors of rural teacher well-being in 43 education systems from a global perspective but also examines the urban-rural gaps on teacher well-being in China, as well as the explanatory factors in the dimensions of individual, school, and community. Moreover, this book employs the most recent methods developed in well-being literature, such as LASSO, random forests, and SVM, to enhance the data analysis.
The book is valuable for international readers concerned about rural education and rural teachers in China. Researchers who focus on the frontier of well-being research will also benefit from the quantitative applications in this book.
Contents
1 Introduction: Theorizing rural teacher well-being 2 Rural teacher well-being around the world 3 The urban-rural differences of teacher well-being in China: An analysis with TALIS Shanghai data 4 Individual factors and rural teacher well-being in China 5 School factors and rural teacher well-being in China 6 Community factors and rural teacher well-being in China 7 Conclusion: Reflecting on the Chinese rural teacher well-being from an international and policy perspective
