Teacher retention, turnover and resilience : a case study of an international school in Shandong province, China /

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Student Theses

2025

Song, Pengruo Pennie

Hong Kong : The Education University of Hong Kong

Thesis

This study examines teacher retention, turnover, and resilience within an international school context in Shandong Province, China. It investigates how internal and contextual factors influence teachers’ decisions to remain in or leave their positions and how resilience mediates these outcomes. Data were collected through semi-structured interviews with current and former teachers, administrators, and Human Resource staff, supplemented by observations at an international school in Qingdao. Key findings indicate that retention is driven by supportive leadership, professional development opportunities, competitive compensation and benefits, and alignment with personal or familial goals. Conversely, turnover results from poor leadership, heavy workloads, and limited career advancement. Teacher resilience was found to be a dynamic, learnable capacity rather than an innate trait. Schools foster resilience through leadership support, professional development, and competitive benefits, while teachers employ adaptive strategies to manage precarity and challenges. Resilience is found to be a buffer against turnover by enabling teachers to manage difficulties effectively. Those who cultivate resilience through positive mindsets, positive social interactions, and work-life balance demonstrate greater adaptability and commitment, even in unstable conditions. The study also highlights the distinction between quality and physical retention, emphasizing the need to support teacher well-being and resilience. Resilience proved essential for quality retention, allowing teachers to sustain efficacy, motivation, and commitment. This research further identifies unique challenges in Chinese international schools, such as balancing national policies with international curricula and adapting to the changing structure of expatriate and host-country teachers. Based on these findings, it contributes a revised figure that identifies how teacher resilience and retention are influenced by individual and contextual factors specifically in the contexts of international schools in China. It highlights the critical role of teacher resilience in sustaining retention within high-turnover international school environments. The findings advocate for institutional improvements in competitive benefits, leadership support, and professional development to build resilience. This study contributes to the broader discourse on international education, offering practical insights for school leaders and policymakers to cultivate sustainable teaching environments and achieve quality teacher retention

LG51.H43 Dr 2025eb Songpp

https://educoll.lib.eduhk.hk/records/nMyjsCHP