2020
Boel, Alexander
Teacher Retention in China: The Role of Effective Leadership Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 30-48, 2020.
Abstract | Links | BibTeX | Tags: Asia, China, Management, Teacher Retention
@article{Boel2020,
title = {Teacher Retention in China: The Role of Effective Leadership},
author = {Alexander Boel},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2020/07/Teacher-Retention-in-China-the-Role-of-Effective-Leadership-Lessons-from-Global-Classrooms-2.pdf},
year = {2020},
date = {2020-07-01},
urldate = {2020-07-01},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {30-48},
abstract = {Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.},
keywords = {Asia, China, Management, Teacher Retention},
pubstate = {published},
tppubtype = {article}
}
Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.
