The influences of school climate and teacher compensation on teachers’ turnover intention in China

Abstract

This study employed survey research to investigate the differential relationships between dimensions of teachers' job satisfaction (e.g. salary) and their turnover intention, after controlling for demographic variables (e.g. school location). Five hundred and ten teachers from a northeastern city of China participated. The results of the hierarchical multiple regression analyses indicated that (a) teachers were more likely to stay in teaching profession if they worked in urban schools, always wanted to become a teacher or had a realistic view of teaching before they began their career training and (b) a negative relationship existed between teachers' compensation and their turnover intention. This study offered some implications for Chinese educational policy-makers and practitioners regarding how to remain qualified teachers.

The Effect of Psychological Work Environment and Work Loads on Turnover Interest, Work Stress as an Intervening Variable

“…Thus the higher job stress experienced by employees, the higher the desire of employees to leave the company. The results of this hypothesis are reinforced by research Liu who found that work stress has a positive effect on employee turnover intention [31].…”

Chinese teachers’ attitudes toward performance pay: the cases of three schools

“…In sum, Chinese teachers compare their salaries to those in different occupations, in different schools or among teachers in the same schools. If the comparison is fair, teachers would be satisfied; otherwise, they would feel dissatisfied which might lead to turnover (Liu, 2012;Liu & Onwuegbuzie, 2014).…”

Exploring Teacher Attrition in Urban China through Interplay of Wages and Well-being

“…Among studies that investigate teacher retention in China, most rely on prospective approaches using teacher opinion or attitude surveys, and only examine teachers' intentions regarding whether to stay or leave their current posts. For instance, using teacher attitude responses, Liu (2012) finds that better teacher compensation is associated with weaker propensity to exit teaching. Based on the same survey, Liu and Onwuegbuzie (2012) show that about two-in-five (40.4%) report intention to leave teaching, with many citing high levels of stress, low salary, inadequate breaks and holidays, heavy workload, and difficult student behaviors as reasons for their departure.…”