Research on influencing factors and correlation pathways of rural teachers’ retention in China

The findings suggest that improving rural teacher retention requires a multifaceted approach that addresses both material and psychological needs. Social status, professional identity, and a sense of educational mission emerge as core driving forces behind teacher retention. The study challenges the notion that salary increases alone can universally resolve retention issues, emphasizing the importance of enhancing teachers' social recognition, providing clear career development pathways, and fostering a supportive school environment. Differentiated retention strategies should be developed based on teachers' gender, subject-specific characteristics, and family circumstances to better meet their distinct needs. These insights provide policymakers with a comprehensive theoretical foundation for designing more precise and effective intervention strategies to enhance rural teacher retention.