Exploring Chinese Language Teachers' Perspectives on Their Career Development: A Q Methodology Research

ABSTRACT Recruiting, training, and retaining qualified teachers remain matters of public concern in many countries, including Belarus. Drawing on the Systems Theory Framework, this study examined the influences shaping the career development of Chinese language teachers in Belarus across individual, social, and environmental‐societal contexts. Q methodology was employed using a 40‐statement Q set. The study involved 45 teachers, comprising 44 women and one man. The findings revealed four distinct perspectives with limited consensus, reflecting different career orientations: considering alternative career paths, staying in teaching without pursuing leadership, considering leaving the profession, and pursuing school leadership. Salary, workload, professional recognition, and career advancement emerged as important influences on teachers' career decisions. The study offers implications for teacher career development, workforce retention, and policy planning in the context of Chinese language education in Belarus.