{"title":"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","authors":"Marie P. Himes, Sarah B Bausell","doi":"10.1177/14752409241269368","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring associations between teacher perceptions of working conditions and immediate professional plans at a Chinese internationalised school\",\"authors\":\"Marie P. Himes, Sarah B Bausell\",\"doi\":\"10.1177/14752409241269368\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-08-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14752409241269368\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409241269368","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.