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Published

2023-09-26

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Vol. 8 No. 3 (2023)

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Research Articles

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How to Cite

Hong, Z. (2023). Strategies for enhancing the resilience of rural teachers from the perspective of Chinese rural school principals, in the post-pandemic period. Environment and Social Psychology, 8(3). https://doi.org/10.54517/esp.v8i3.1963

Strategies for enhancing the resilience of rural teachers from the perspective of Chinese rural school principals, in the post-pandemic period

Zikun Hong

Institute of Education, UCL’s Faculty of Education and Society


DOI: https://doi.org/10.54517/esp.v8i3.1963


Keywords: teacher resilience, rural education, principal leadership, post epidemic period

Abstract

The impact of pandemic control measures on student education in rural areas of China, particularly focusing on the challenges faced by educators. With the adoption of diverse pedagogical methods like online education during the pandemic, little attention has been given to the specific struggles of teachers in rural regions. The pandemic has exacerbated existing issues, leading to an alarming increase in rural teacher attrition. High turnover rates have detrimental effects on educational excellence, school culture, and the overall cohesion of educational institutions. Furthermore, the costs incurred to recruit and train new instructors in impoverished or remote communities pose additional challenges. As China lifts COVID-19 restrictions in 2022, a pivotal moment emerges for the advancement of rural education. To address challenges and support early-career teachers’ resilience, a comprehensive understanding of the rural educational environment is crucial. By prioritizing the well-being and needs of new teachers, education leaders can provide effective support and resources in the post-pandemic era, leading to a more optimistic scholastic atmosphere and improved student achievement.

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