A Case Study of the Factors Influencing Teacher Job Stability at East China Innovation Academy

Abstract

Teacher job stability is critical for maintaining the quality and continuity of education, particularly in higher education institutions facing competitive pressures. This study investigated the factors influencing teacher job stability at East China Innovation Academy, focusing on the roles of job identification, management support, and career development opportunities. The objectives of this study were 1) To examine the relationship between job identification and teacher job stability at East China Innovation Academy. 2) To examine the impact of management support on teacher job stability at East China Innovation Academy. 3) To examine the influence of career development opprtunities on teacher job stability at East China Innovation Academy.
A quantitative research design was adopted, using a structured survey questionnaire to collect data from full-time teaching staff. The study’s population included 320 teachers, with a stratified random sampling method used to ensure adequate representation of different academic ranks and departments. A total of 180 questionnaires were distributed, resulting in 150 valid responses. Descriptive statistics, Pearson correlation analysis, multiple regression analysis, and ANOVA were used to analyze the data and test the study’s hypotheses.
The findings indicated that job identification, management support, and career development opportunities all had positive relationships with teacher job stability. Specifically, a moderate positive correlation was found between job identification and job stability, suggesting that teachers who feel aligned with their roles tend to perceive greater stability. Management support emerged as a significant predictor of job stability, with teachers who perceive higher levels of support reporting greater security in their positions. Similarly, career development opportunities were shown to positively impact job stability, as teachers who see clear pathways for growth are more likely to remain committed to the institution.
The study concludes that enhancing job identification, providing robust management support, and expanding career development opportunities are effective strategies for improving teacher retention at East China Innovation Academy. Recommendations include fostering a sense of belonging among teachers, ensuring transparent communication and recognition from management, and offering professional development programs. These strategies can help create a positive work environment that supports a stable and committed teaching workforce, ultimately contributing to the institution’s long-term success.

Keywords: organizational commitment theory, job identification, management support, career development, job stability

6417195812 Huang Hongjian, Advisor: Dr. Zhang Li, สารนิพนธ์ (Independent Study), A Case Study of the Factors Influencing Teacher Job Stability at East China Innovation Academy, นำเสนอในที่ประชุมวิชาการ (Conference), The 8th STIU International Conference: TechVision Leadership: Fostering Social Sustainability, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย