INTERNATIONAL JOURNAL OF HUMAN SOCIOLOGY AND ANTHROPOLOGY (IJHSA)
WHY DO THEY STAY? FACTORS IMPACTING TEACHER MOBILIZATION IN CHINESE ETHNIC MINORITY AREAS: BASED ON MASLOW’S HIERARCHY OF NEEDS THEORY
E-ISSN: 5733-6783
P-ISSN: 5532-7563
DOI: https://iigdpublishers.com/journals/153
This study aimed to explore the factors impacting the stability of teacher teams in ethnic minority areas in China. The researchers investigated 4473 teachers in Ganan Tibetan Autonomous Prefecture using a descriptive survey research design with Maslow's hierarchy of needs theory as the theoretical framework. Key results found the most influential factor impacting teachers' intentions of mobilization was teachers' perceived satisfaction regarding affection/belongingness needs, followed by self actualization, self-esteem, and physiological needs. The results indicated years of experience in education moderated the relationship between the teacher's perceived degree of satisfaction regarding self-actualization needs and their intentions of mobilization.
Zibin Wang & Sha Shen
Achinstein, B., Ogawa, R., Sexton, D., & Freitas, C. (2010).Retaining teachers of color: A pressing problem and a potential strategy for „hard-to-staff‟ schools. Review of educational research. 80(1): 71-107.
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. John Wiley & Sons.
Brill, S. & McCartney, A. (2008). Politics & Policy. 36(5), 750-774.
Bryk, A. S., & Rauden bush, S. W. (1987).Application of hierarchical linear models to assessing change. Psychological bulletin, 101(1), 147.
Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early career special educators. Exceptional Children, 70(3), 333-347.
