The Influences of School Climate and Teacher Compensation on Teachers' Turnover Intention in China

Autor/in	Liu, Shujie
Titel	The Influences of School Climate and Teacher Compensation on Teachers' Turnover Intention in China
Quelle	In: Educational Psychology, 32 (2012) 5, S.553-569 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2012.691074
Schlagwörter	Urban Schools; Teaching (Occupation); Job Satisfaction; Intention; Foreign Countries; School Location; Educational Policy; Surveys; Research Methodology; Teacher Attitudes; Educational Research; Compensation (Remuneration); Faculty Mobility; Middle Schools; Secondary Education; China + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching; Lehrberuf; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Ausland; Schulgelände; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Research method; Forschungsmethode; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Abfindung; Kompensation; Lohnausgleich; Middle school; Mittelschule; Mittelstufenschule; Sekundarbereich
Abstract	This study employed survey research to investigate the differential relationships between dimensions of teachers' job satisfaction (e.g. salary) and their turnover intention, after controlling for demographic variables (e.g. school location). Five hundred and ten teachers from a northeastern city of China participated. The results of the hierarchical multiple regression analyses indicated that (a) teachers were more likely to stay in teaching profession if they worked in urban schools, always wanted to become a teacher or had a realistic view of teaching before they began their career training and (b) a negative relationship existed between teachers' compensation and their turnover intention. This study offered some implications for Chinese educational policy-makers and practitioners regarding how to remain qualified teachers. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10