1st Edition
Decoding Teacher Wellbeing in Rural China Implications to Global Contexts
This book primarily investigates the factors influencing rural teacher wellbeing 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 10 provinces in the mainland, this book not only illustrates the current status and influencing factors of rural teacher wellbeing in 43 education systems from a global perspective, but also examines the urban-rural gaps on teacher wellbeing 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.
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
Biography
Yipeng Tang is an associate professor at Faculty of Education and a research fellow at Institute of Schooling Reform and Development, East China Normal University, Shanghai, China. His research was funded by the National Social Science Fund of China and the National Natural Science Foundation of China. His current research interests include teacher subjective well-being and student development.
