Author(s)

Yang Qianli ¹, Rakheebrita Biswas ¹

Affiliation(s)

¹ Department of Educational Philosophy, Faculty of Social Sciences, Arts, and Humanities, Lincoln University College (LUC), Kelantan, Malaysia

Corresponding Author

Yang Qianli

ABSTRACT

This study aims to evaluate the happiness level of rural teachers in western China - a critical yet overlooked segment in the educational system. Positing that working conditions, community support, and personal fulfillment significantly influence the happiness of rural teachers, we employed both quantitative and qualitative methodologies, involving a sample size of 500 teachers across 10 provinces. Findings reveal that rural teachers experience lower happiness compared to their urban counterparts due to limited resources, lack of professional development prospects, and insufficient community recognition. In response to these challenges, many rural teachers show remarkable resilience, seeking personal satisfaction in their contributions to their communities. This paper argues for improved policies to enhance the working conditions of rural teachers, recognizing their integral role in providing quality education to marginalized rural communities of western China. Future research should further delve into the implications of rural teacher happiness on the overall quality of rural education and the consequential outputs in student learning.

KEYWORDS

The Happiness; Rural Teacher; Western China

CITE THIS PAPER

Yang Qianli, Rakheebrita Biswas, The Happiness of Rural Teachers in West China. Advances in Educational Technology and Psychology (2024) Vol. 8: 143-154. DOI: http://dx.doi.org/10.23977/aetp.2024.080522.

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