Decoding Teacher Well-Being in Rural China

Implications to Global Contexts
1. Auflage 2024
ISBN: 978-1-032-90233-3
Verlag: Taylor & Francis

Buch, Englisch, 140 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 376 g

This book primarily investigates the factors influencing rural teacher well-being in China.

By jointly using international comparable data from Teaching and Learning International Survey (TALIS) as well as China’s survey data from 29 counties of ten provinces in the mainland, this book not only illustrates the current status and influencing factors of rural teacher well-being in 43 education systems from a global perspective but also examines the urban-rural gaps on teacher well-being in China, as well as the explanatory factors in the dimensions of individual, school, and community. Moreover, this book employs the most recent methods developed in well-being literature, such as LASSO, random forests, and SVM, to enhance the data analysis.

The book is valuable for international readers concerned about rural education and rural teachers in China. Researchers who focus on the frontier of well-being research will also benefit from the quantitative applications in this book.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

Tang, Yipeng

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Agrarsoziologie

Inhaltsverzeichnis

1 Introduction: Theorizing rural teacher well-being  2 Rural teacher well-being around the world  3 The urban-rural differences of teacher well-being in China: An analysis with TALIS Shanghai data  4 Individual factors and rural teacher well-being in China  5 School factors and rural teacher well-being in China  6 Community factors and rural teacher well-being in China  7 Conclusion: Reflecting on the Chinese rural teacher well-being from an international and policy perspective

Über Autor(innen)

Yipeng Tang is an associate professor at the Department of Education and a research fellow at the Institute of Schooling Reform and Development, East China Normal University, Shanghai, China. His research was funded by the National Social Science Fund of China and the National Natural Science Foundation of China. His current research interests include teacher subjective well-being and student development.