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ABSTRACT
This paper proposes a theoretical framework to understand the structure and determinants for rural teacher well-being (TWB), with a focus on key factors that can mediate low pay and poor work conditions, specifically teachers’ professional learning (PL) and community engagement (CE). This framework was tested using structural equation model in a sample of 3155 rural teachers in China. The quantitative results confirmed a second-order factor structure for TWB, evidencing the significant impact of pay satisfaction and the mediating effects of PL and CE of rural teachers. Implications encourage policymakers to strengthen rural TWB by enhancing PL and community connections, while continuing to seek ways to improve pay and work conditions.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Yipeng Tang
Yipeng Tang is assistant professor of School of Education at Capital Normal University. His research interests focus on educational policy analysis, economics of education, and teacher education.
Wenjie He
Wenjie He is a doctoral student at Center for Teacher Education Research, Beijing Normal University. Her research focuses on teacher education and student learning.
Laura Liu
Laura B. Liu is assistant professor of elementary education at Indiana University-Purdue University in Columbus. Laura’s research focuses on glocalisation and glocal civics, teacher education, and teacher well-being.
Qiong Li
Qiong Li is professor of education at Center for Teacher Education Research, Beijing Normal University. Her research focuses on teacher education and professional development, teachers’ lives and work. She is currently chairperson of the Institute of Teacher Education.