Exploring Variables Influencing Expatriate Teachers' Retention Decisions in International Schools in Mainland China: A Mixed Methods Approach Yifang Yu

Format:

Book

Thesis/Dissertation

Author/Creator:

Yu, Yifang, author.

Contributor:

University of Pennsylvania. Educational and Organizational Leadership., degree granting institution.

Language:

English

Subjects (All):

0449.

0525.

0530.

Local Subjects:

0449.

0525.

0530.

Physical Description:

1 electronic resource (358 pages)

Contained In:

Dissertations Abstracts International 87-07A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2025

Language Note:

English

Summary:

This dissertation investigated influential factors impacting expatriate teachers' retention decisions and perceived key strategies for enhancing their retention in international schools in Mainland China. A sequential mixed methods research design was employed, beginning with quantitative data collection from 437 survey responses, followed by qualitative inquiry through 18 one-on-one interviews and three focus group discussions.Quantitative analysis identified the five most important factors influencing teacher retention, ranked by average importance: leadership, benefits, trust and psychological safety, salary, and a tie between work-life balance and job security. Similarly, the most influential teacher retention strategies reported were improving leadership, building a positive school culture, fostering trust and psychological safety, increasing salary, and reducing workload. Notably, all these factors and strategies fall within the domain of organizational factors. Correlation analysis revealed a positive relationship between important retention factors and the perceived significance of corresponding retention strategies, suggesting alignment between teacher priorities and strategic policy interventions.Regression analysis showed that demographic variables-such as age, gender, type of school, employment status in China, and prior connection to the researcher-had limited predictive power regarding retention factors and strategies. These findings suggest that expatriate teachers' needs are broadly consistent across demographic groups. Consequently, recruiting additional participants was unlikely to yield significantly different outcomes.Qualitative data revealed that expatriate teachers' decisions are shaped by a dynamic interplay of personal, organizational, and external factors. Key influences on career decisions shifted across life stages and were affected by personal factors such as family obligations, the needs of accompanying dependents, and the desire for change and adventure, as well as external factors such as public policy, infrastructure quality, and environmental conditions. Across all data sources, excessive workload that disrupted work-life balance could be a deal breaker and counter the effectiveness of other retention strategies.The findings underscore the need for school leaders to adopt holistic, strategic, and personalized approaches to teacher retention. Leadership, in particular, emerged as both the most influential factor and the most impactful area for strategic intervention. The study concludes with recommendations for future research to deepen understanding of teacher retention in international schools in Mainland China and to support improved teaching and learning outcomes. It contributes to the growing body of literature on international schools in Mainland China by providing actionable insights for enhancing teacher retention in these schools

Notes:

Advisors: Pupik Dean, Christopher Committee members: D'Auria, John; Qian, Haiyan

Source: Dissertations Abstracts International, Volume: 87-07, Section: A.

Ed.D. University of Pennsylvania 2025

Vendor supplied data

Local Notes:

School code: 0175

ISBN:

9798276006291

Access Restriction:

Restricted for use by site license