探索中国国际化学校教师对工作条件的看法与近期职业规划之间的关联

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2024-08-08 DOI:10.1177/14752409241269368
Marie P. Himes, Sarah B Bausell
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引用次数: 0

摘要

本纵向定量研究利用中国江苏省一所国际化高中教师的2019-2022年调查数据,从教师工作条件(TWCs)的角度考察教师的近期职业规划。根据教师的国际与本地身份,以及影响教师留校意愿的主要因素,进一步探讨了教师对工作条件的看法与其近期职业规划之间的关系。普通最小二乘法(OLS)回归分析的结果表明,计划离职或调动的教师、国际教师以及表示主要留校因素(影响教师继续留校任教意愿的最重要因素)为教学实践和支持、学校领导力或工作日时间(工作日有充足的时间进行计划和合作)的教师,其对教师工作条件的总体看法指数得分较低。这些研究结果为越来越多的国际学校,特别是中国国际化学校中的教师工作条件研究增添了新的内容。鉴于这些学校最近因教育政策变化和 COVID-19 相关限制而经历的转型,学校领导可能需要重新审视其学校的组织特征和支持,以留住其异质教师队伍中的成员。
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Exploring associations between teacher perceptions of working conditions and immediate professional plans at a Chinese internationalised school
This longitudinal, quantitative study utilised 2019-2022 survey data from teachers at one Chinese internationalised high school in Jiangsu Province, China to examine teachers’ immediate professional plans through the lens of teacher working conditions (TWCs). The relationship between teacher perceptions of working conditions and their immediate professional plans was further explored in light of teachers’ status as international vs local, and the primary factor affecting teachers’ willingness to stay at the school. Results from the Ordinary Least Squares (OLS) regression analysis revealed that teachers planning to leave or move; international teachers; and teachers who indicated primary stay factors (the most important factors affecting teachers’ willingness to continue teaching at the school) of instructional practices and support, school leadership, or time during the work day (adequate time during the school day to plan and collaborate) were associated with lower scores on the overall teacher working conditions perceptions index. These findings add to a growing body of research examining TWCs in international school contexts, specifically within Chinese internationalised schools. Given the transformational shifts these schools have recently experienced due to educational policy changes and COVID-19-related restrictions, school leaders may want to re-examine the organisational characteristics and supports at their schools with an eye toward retaining members of their ethnically heterogeneous teaching faculties.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
期刊最新文献
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