What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers
International Journal of Educational Development, 2018, vol. 62, issue C, 192-200
Through an interdisciplinary lens, this study proposes a multi-dimensional conceptual framework for analyzing rural teacher subjective well-being (SWB) and examines it with survey data from rural teachers across 29 counties in 10 provinces in mainland China. The results demonstrate that an array of factors significantly impact rural teacher SWB, including gender, age, administrative position (in the individual dimension), and marriage (in the family dimension), as well as class size, wages, and professional training (in the school dimension). More prominently, compared with absolute wages, rural teachers’ perception of relative wages is far more important. Additionally, rural teachers in administrative positions tend to have a higher SWB, which demonstrates their needs to be involved in school management. Some policy implications for China and other developing countries are also provided.
Keywords: Chinese rural teacher; Disadvantaged educational setting; Subjective well-being; Determinants (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:62:y:2018:i:c:p:192-200
Access Statistics for this article
International Journal of Educational Development is currently edited by Stephen P Heyneman
More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Haili He ().