A Study on the Willingness of Government-funded Teacher Trainees to Leave Their Villages at the End of Their Term and the Factors Influencing Them
- DOI
- 10.2991/978-2-38476-271-2_90How to use a DOI?
- Keywords
- Government-funded Teacher Trainees; intention to teach; theory of planned behaviour; mediating effect
- Abstract
Government-funded Teacher Trainees is an important initiative to build rural teacher capacity and promote the revitalization of rural education, and the implementation of this policy is more important in fostering outstanding rural teachers who can teach for a long time and for life after the expiry of their contracts. However, relevant studies show that Government-funded Teacher Trainees have problems such as low renewal rates and low willingness to continue teaching in rural areas. In view of this, this study, under the perspective of the theory of planned behaviour and based on the questionnaire survey data of publicly-funded teacher training graduates from 16 cities in Shandong Province, empirically analyses the dynamics of the willingness of Government-funded Teacher Trainees to continue to teach in rural areas after expiry of their term of service, as well as the factors influencing them and the mechanism by which they do so.
- Copyright
- © 2024 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Jiaqi Wang AU - Qiran Sun AU - Yimeng Li AU - Xinyi Qiao PY - 2024 DA - 2024/07/29 TI - A Study on the Willingness of Government-funded Teacher Trainees to Leave Their Villages at the End of Their Term and the Factors Influencing Them BT - Proceedings of the 2024 5th International Conference on Mental Health, Education and Human Development (MHEHD 2024) PB - Atlantis Press SP - 751 EP - 757 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-271-2_90 DO - 10.2991/978-2-38476-271-2_90 ID - Wang2024 ER -