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Retaining new teachers has become an urgent task for educational leaders. Interviews with more than thirty elementary school principals in Jiangsu, Zhejiang, and Shanxi gathered strategies for supporting beginning teachers. Findings highlight hiring criteria, mentoring and supervision, guidance on teaching, parenting collaboration, discipline, ethics, and professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/planning-to-help-new-teachers-in-china-perspectives-of-school-principals/602647/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/planning-to-help-new-teachers-in-china-perspectives-of-school-principals/602647.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is retaining beginning teachers an urgent challenge?","Question",{"text":112,"@type":113},"Many beginning teachers leave the profession early, causing substantial waste of resources invested in teacher education and creating a pressing need for retention strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What strategies do Chinese elementary school principals use for hiring new teachers?",{"text":117,"@type":113},"Principals prioritize teaching specialization when selecting new teachers, using it as a key criterion for hiring.",{"name":119,"@type":110,"acceptedAnswer":120},"How do principals assist beginning teachers during their first years?",{"text":121,"@type":113},"They mentor and supervise new teachers, provide advice on effective teaching strategies, collaboration with parents, classroom discipline, ethics and behavior, teamwork with colleagues, and professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602647,1792165804,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","PLANNING TO HELP NEW TEACHERS IN CHINA: PERSPECTIVES OF SCHOOL PRINCIPALS  \nBINBIN JIANG  \nZHIDING SHUTAK CHEUNG CHAN  \nABSTRACT  \nReports have indicated a high percentage of beginning teachers leaving the teaching profession in their first few years of work. This is causing huge amount of wasteful resources invested in teacher education. Planning to retain beginning teachers in the teaching profession has become an urgent challenge for educational leaders. To investigate the significance of this issue, the authors interviewed over thirty elementary school principals from Jiangsu, Zhejiang and Shanxi provinces in China to solicit their strategies of working with beginning teachers. The result of this study discloses many principals’ valuable right-on-target strategies deserving public attention. Chinese principals took teaching specialization as the prioritized criterion for hiring new teachers. They mentored and supervised beginning teachers. They advised them for successful practices in effective teaching strategies, interacting with parents and guardians, handling disciplinary issues, ethics and behaviors, collaboration with colleagues, and professional development. Principals’perspectives have contributed much to guiding the directions of planning strategies to help new teachers in China.  \nINTRODUCTION  \nMany new and highly qualified teachers left the teaching profession after a few years of teaching. This represents a great loss of community resources invested in teacher preparation (Britton, Paine & Raizen, 1999) . An effective teacher retention program has to be planned and put to practice to keep some of the best teachers in our profession in place. In launching this extensive teacher retention program, school principals could play a very significant role in planning to work with new teachers to ensure that they are in a positive and inviting teaching environment.  \nCONCEPTUAL FRAMEWORK  \nLiterature is abundant on the description of school principals helping new teachers in getting them established in the beginning years of their career. Hopkins’ study (2003) and Jiang and Chan’s study (2008) concluded that passion for teaching was the top criterion principals employed in selecting new teachers. Studies by Alliance for Excellent Education (2004), Angelle (2002), Boss (2006), Johnson and Kardos (2002), Walker-Wied (2005), and Ubben and Hughes (1997) pointed to the fact that principals played a vital part in the induction of new teachers. School principals offered much professional support for new teachers (Gurule-Gonzales, 1995; King, 2004; Southeast Center for Teacher Quality, 2005; Stuart, 2002; and Tyson, 1999) . Principals were given credit for inducing new teachers in the profession by setting up mentoring programs for them to work with veteran teachers (Colley, 2002; Gurule-Gonzales, 1995; Jiang & Chan, 2008; Mueller, 2000; Powell, 1992; Starr, 2002) . Studies have shown that new teachers provided with formal mentors could improve their chances of success (Ullman, 2011) . Serving as instructional leaders, principals could grant more released time to beginning teachers for lesson planning (Angelle, 2002; Colley, 2002; Stansbury, 2001), reduce the number of students in beginners’classrooms, refrain from assigning them the most challenging students, and minimize their extracurricular and committee assignments (Stansbury & Zimmerman, 2000) . In getting the new teachers to be familiarized with the school culture, principals can introduce beginning teachers into the school educational community (Boss, 2006; Colley, 2002; Moss, 1985; Stansbury, 2001) . Principals advised beginning teachers in the following areas: learning from experienced teachers (Starr, 2002), observing effective classrooms (Boss, 2006), upholding  \nEducational Planning 19 Vol. 23, No. 2  \ndiscipline (McCullough, 1992), and engaging in professional development (Gurule-Gonzales, 1995; Stansbury & Zimmerman, 2000) . On the other hand, Stansbury (2001) a","cbCaiiVJicThpcbU","https://ap.wps.com/l/cbCaiiVJicThpcbU","pdf",297949,12,"English","# Abstract\n# Introduction\n# Conceptual Framework\n# Purpose of the Study\n# Research Questions\n# Methodology","[{\"question\":\"Why is retaining beginning teachers an urgent challenge?\",\"answer\":\"Many beginning teachers leave the profession early, causing substantial waste of resources invested in teacher education and creating a pressing need for retention strategies.\"},{\"question\":\"What strategies do Chinese elementary school principals use for hiring new teachers?\",\"answer\":\"Principals prioritize teaching specialization when selecting new teachers, using it as a key criterion for hiring.\"},{\"question\":\"How do principals assist beginning teachers during their first years?\",\"answer\":\"They mentor and supervise new teachers, provide advice on effective teaching strategies, collaboration with parents, classroom discipline, ethics and behavior, teamwork with colleagues, and professional development.\"}]","PLANNING TO HELP NEW TEACHERS IN CHINA - PERSPECTIVES OF SCHOOL PRINCIPALS | PDF",1792095021]