Factors influencing teachers’ willingness to move in the Chinese school system

A recently introduced national policy in China, Opinions on Promoting the Rotation of Principals and Teachers in Compulsory Education Schools within the County/District, mandates teacher mobility between urban and rural areas, thereby ensuring a more equitable distribution of human resources. This study investigated a key but understudied issue in the Chinese school system: factors influencing teachers’ willingness to move. A survey questionnaire was distributed among 650 teachers in urban areas, since they are considered as more experienced, prepared, and qualified than their rural peers. Data were analysed using the chi-square test, Spearman and Pearson correlation analyses, and binary logistic regression analysis. Results showed significant differences in teachers’ willingness to move, based on their teaching experiences, family status, and professional titles. The social responsibility of promoting educational equality and expectations of professional development encourage mobility, while familial obligations and adaptability concerns discourage them. The findings provide insight into the implementation of a policy compelling teachers to serve in unfamiliar settings and emphasize the necessity of appropriate physical, psychological, and professional support to encourage such mobility.