Choosing to stay: understanding teachers’ retention in rural China

Teachers' decision to stay in rural schools represents a new phenomenon in China that challenges previous research on teacher migration to urban areas. This study adopts narrative inquiry to investigate the reasons why two science teachers' decision to remain in rural schools. By examining their narratives, the study gives some insights into how these teachers' personal, interpersonal, institutional landscapes and policy intertwine. The findings indicate that teachers stay in rural schools because they feel an intrinsic motivation to impact children who are at a disadvantage. The findings underscore the importance of rural teachers' motivation and agency in teacher retention. In addition, the study reveals that teachers seek work and life balance to enhance their wellbeing in rural schools. The need for policymakers and educators to consider physical, mental services and counselling in designing teacher retention strategies in rural schools is discussed.