A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being
The new generation of rural teachers are becoming the main force in rural education. Its loss will lead to a lack of successors for rural education, thereby affecting the improvement of educational quality. This study adopts Kenneth J. Gergen's Relational Being theory as its theoretical framewo...
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| Format: | Article |
| Language: | zho |
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Journal Press of Southwest University
2025-07-01
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| Series: | Jiaoshi jiaoyu xuebao |
| Subjects: | |
| Online Access: | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.04.013 |
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| author | JIANG Min KANG Haiyan |
| author_facet | JIANG Min KANG Haiyan |
| author_sort | JIANG Min |
| collection | DOAJ |
| description | The new generation of rural teachers are becoming the main force in rural education. Its loss will lead to a lack of successors for rural education, thereby affecting the improvement of educational quality. This study adopts Kenneth J. Gergen's Relational Being theory as its theoretical framework, starting from three focal points: the exemplary behavior of others, the diversity of self-roles, and previous interaction scripts. Using non-probability sampling, eight new-generation rural teachers were selected as research subjects to conduct qualitative analysis of their intention to leave. The findings reveal that these new-generation rural teachers face three relational dilemmas: the absence of role models, conflicts in interaction arising from multiple roles, and deviations from the previous interactive script. Based on these findings, the analysis identifies key causes of their turnover intention: narrow professional interaction platforms, the limited nature and traction of relationships, and the lack of social identity in rural areas. To address the turnover intention among new-generation rural teachers, the following strategies are proposed: broadening interaction channels and setting examples; leveraging the leadership of principals to create learning communities; and taking root in rural society to enhance cultural confidence. |
| format | Article |
| id | doaj-art-06ca805fcde846139066da88c74f31bd |
| institution | DOAJ |
| issn | 2095-8129 |
| language | zho |
| publishDate | 2025-07-01 |
| publisher | Journal Press of Southwest University |
| record_format | Article |
| series | Jiaoshi jiaoyu xuebao |
| spelling | doaj-art-06ca805fcde846139066da88c74f31bd2025-08-20T03:17:32ZzhoJournal Press of Southwest UniversityJiaoshi jiaoyu xuebao2095-81292025-07-0112411412210.13718/j.cnki.jsjy.2025.04.013jsjyxb-12-4-114A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational BeingJIANG Min0KANG Haiyan1College of Education, Shanghai Normal University, Shanghai 200234, ChinaCollege of Liberal Arts, Liaocheng University, Liaocheng 252059, ChinaThe new generation of rural teachers are becoming the main force in rural education. Its loss will lead to a lack of successors for rural education, thereby affecting the improvement of educational quality. This study adopts Kenneth J. Gergen's Relational Being theory as its theoretical framework, starting from three focal points: the exemplary behavior of others, the diversity of self-roles, and previous interaction scripts. Using non-probability sampling, eight new-generation rural teachers were selected as research subjects to conduct qualitative analysis of their intention to leave. The findings reveal that these new-generation rural teachers face three relational dilemmas: the absence of role models, conflicts in interaction arising from multiple roles, and deviations from the previous interactive script. Based on these findings, the analysis identifies key causes of their turnover intention: narrow professional interaction platforms, the limited nature and traction of relationships, and the lack of social identity in rural areas. To address the turnover intention among new-generation rural teachers, the following strategies are proposed: broadening interaction channels and setting examples; leveraging the leadership of principals to create learning communities; and taking root in rural society to enhance cultural confidence.https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.04.013the new generation of rural teachersturnover intentionrelational beingteachers' professional developmentsocial relations |
| spellingShingle | JIANG Min KANG Haiyan A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being Jiaoshi jiaoyu xuebao the new generation of rural teachers turnover intention relational being teachers' professional development social relations |
| title | A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being |
| title_full | A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being |
| title_fullStr | A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being |
| title_full_unstemmed | A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being |
| title_short | A Qualitative Study on the Turnover Intention of the New Generation of Rural Teachers from the Perspective of Relational Being |
| title_sort | qualitative study on the turnover intention of the new generation of rural teachers from the perspective of relational being |
| topic | the new generation of rural teachers turnover intention relational being teachers' professional development social relations |
| url | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.04.013 |
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