Job Satisfaction and Turnover Intentions of Expatriate Non-Native English-Speaking Teachers in China

Introduction. This study explores the relationship between job satisfaction and turnover intentions among expatriate non-native English-speaking teachers in China. With the increasing demand for international educators, particularly in China, improving teacher retention is essential. While turnover in international schools has been studied extensively, research on expatriate non-native English-speaking teachers in China remains limited. Methods. A mixed-methods approach was used to survey 158 expatriate non-native English-speaking teachers in China, employing the Job Satisfaction Survey and Turnover Intention Scale for quantitative data, alongside an open-ended question for qualitative insights. Data were analyzed using descriptive statistics, correlations, multiple regression, and thematic coding. Results. A significant negative correlation was found between job satisfaction and turnover intentions (r = -0.712, p < 0.001). Both extrinsic factors (e.g., pay, working conditions) and intrinsic factors (e.g., relationships with coworkers, communication) were identified as key drivers of turnover intentions. The regression model revealed that job satisfaction accounted for 50.7% of the variance in turnover intentions, emphasizing its substantial role in teachers' decisions to leave. Discussion. These findings highlight the importance of improving both extrinsic and intrinsic factors to reduce turnover intentions among expatriate non-native English-speaking teachers. Strategies such as stay interviews and enhanced career development opportunities can help retain teachers and boost job satisfaction. By addressing both intrinsic and extrinsic factors of job satisfaction, schools can reduce teacher turnover intentions, ensuring stability and continuity in education.