Beyond retention: an ecological analysis of teacher commitment and agency in rural China

Retaining teachers in under-resourced rural contexts is a persistent global challenge that hinges on complex psychological and ecological processes. While macro-level policies emphasize rural revitalization and social sustainability, the micro-level psychological mechanisms that sustain teacher commitment remain underexplored.

Integrating Ecological Systems Theory and the Three-Component Commitment Model, this study utilizes Interpretative Phenomenological Analysis to compare the professional trajectories of "stayers" and "leavers" in rural China.

The findings reveal that despite sharing structural constraints such as low salaries, the two groups navigate distinctly different ecological pathways. Stayers develop a psychological "buffering effect" against environmental stressors through meso-level social inclusion and micro-level professional agency enacted via place-based education. These interactions foster deep normative and affective commitment, respectively. In contrast, leavers experience "ecological stagnation", characterized by social exclusion and suppressed agency, leading to professional burnout and commitment breakdown.

This study suggests that enhancing the professional resilience of rural teachers requires an ecosystem that satisfies their psychological needs for relatedness and autonomy, rather than merely providing material incentives. These findings offer a novel theoretical framework for understanding the dynamic interaction between teacher psychology and the rural social environment.