Abstract
This paper applies the content analysis method to evaluate 15 domestic journal papers on teachers and their willingness to stay from 2011 to 2020. The analysis results show that most researchers come from educational backgrounds, followed by management departments. Most existing journal papers use quantitative research designs, but there are differences according to different research topics and objects. At the end of the article, suggestions are also provided for future research directions based on the results of the literature review.
Conclusion:
Researcher's professional field: Most are from colleges of education, followed by management. Cross-disciplinary cooperation is recommended.
Research methods: Questionnaire surveys are mostly used. Incorporating qualitative research methods is recommended.
Research objects: More attention is paid to administrative teachers and teachers in remote areas, while research on special education teachers is relatively less. Willingness of special education teachers to stay is also worth paying attention to.
Research results: Most papers believe that the school atmosphere has a positive impact on teachers' willingness to stay.
Author Information
Hsu Chi Kai, National University of Tainan, Taiwan
Paper Information
Conference: ACEID2024
Stream: Education & Difference: Gifted Education
This paper is part of the ACEID2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Kai H. (2024) 2011–2020 Domestic Retention Intention Journal Paper Content Review: A Case Study of Teachers and Special Education Teachers ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings (pp. 883-896) https://doi.org/10.22492/issn.2189-101X.2024.70
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.70
Comments
Powered by WP LinkPress