Subjective Social Status on Rural Small-scale School Teachers' Retention Intentions in China: The Mediating Role of Profession Identity and the Moderating Role of Educational Belief

Abstract

The stability of rural small-scale school teachers (RSSTs) is key in the growth of rural education. The subjective social status of RSSTs should be examined regarding their intentions to remain. In this research, a survey was conducted on RSSTs in five provinces in central and western China, and a generalised structural equation model was employed. Other variables of professional identity and educational beliefs were introduced as mediating and moderating variables in the regression model. The results showed that the subjective social status of RSSTs had a positive impact on retention intent. In addition, the association between subjective social status and retention intentions was partially mediated by professional identity, and educational beliefs moderated this relationship in a positive way. Nonetheless, the educational beliefs’ moderating role in professional identity and retention intentions was shown to be insignificant. It is proposed that they should strive to enhance the subjective social status of RSSTs, increase the connection between professional identity and retention intentions, and improve their educational belief to promote their willingness to work in and stay at rural small-scale schools.