[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595955-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595955-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","solutions-for-new-chinese-teachers-quitting-key-resolutions-and-attrition-causes","Solutions for New Chinese Teachers’ Quitting - Key Resolutions and Attrition Causes","","New Chinese teachers’ attrition is driven by intertwined professional and personal pressures. Excessive workloads stemming from curriculum reform, combined with an examination-oriented system, overwhelm novice teachers lacking experience, contributing to stress and burnout. Personal factors include unrealistic career expectations and weak self-efficacy, which reduce flexibility and strengthen frustration, depression, and early departure. A cooperative, supportive school culture with collaborative partnership and supportive leadership improves teachers’ intention to stay by providing sufficient academic and emotional support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/solutions-for-new-chinese-teachers-quitting-key-resolutions-and-attrition-causes/595955/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/solutions-for-new-chinese-teachers-quitting-key-resolutions-and-attrition-causes/595955.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What professional factors push new Chinese teachers to quit?","Question",{"text":63,"@type":64},"Heavy workloads tied to curriculum reform and an exam-driven education system create overwhelming responsibilities for novices, contributing to high pressure and burnout.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do personal factors influence early attrition?",{"text":68,"@type":64},"Unrealistic career expectations create a gap between ideals and reality, while weak self-efficacy makes challenges feel insurmountable, increasing frustration and depression.",{"name":70,"@type":61,"acceptedAnswer":71},"What solutions help retain new Chinese teachers?",{"text":72,"@type":64},"Collaborative partnerships and supportive leadership, supported by colleagues and school leaders, provide academic and emotional resources that strengthen confidence and job satisfaction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595955,1792665612,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Solutions for New Chinese Teachers’ Quitting  \nLei Yu  \nAbstract  \nThis paper is focused on the issue of new Chinese teachers’ attrition and some resolutions. Chinese novice teachers’ leaving results from professional and personal factors, among which the excessive workloads caused by the current curriculum reform and new teachers’ lack of selfefficacy, together with unrealistic career expectations, are the pushing factors. Building a cooperative and supportive environment is an effective way to solve that issue, wherein collaborative partnership and supportive leadership have a positive effect on new Chinese teachers’ intention to stay in the career. Sufficient academic and emotional support from colleagues and school leaders empowers new Chinese teachers to overcome the challenges during the early years of their career.  \nAs an educational issue, the attrition rates of new Chinese teachers have drawn increasing attention. For example, of the 510 teachers who participated in a survey in Jiling Province of China, 40% expressed their intention to leave the teaching profession (Liu & Onwuegbuzie, 2012, p. 160) . Being exposed to new roles and workplaces, new teachers start teaching but then choose to quit, which is a cumulative and lingering process, and is not triggered by one specific event (Gallant & Riley, 2014) . Among the various reasons for Chinese novice teachers’leaving are both professional and personal factors. In terms of solutions, sufficient support from colleagues and school leaders has a positive effect on new Chinese teachers’ intention to stay in the career. Collaborative partnership functions well with new teachers, especially in knowledge sharing and reflecting on colleagues’ feedback. Supportive leadership is effective to enable new teachers to overcome challenges in the workplace by setting up workshops and offering emotional support. A cooperative and supportive school culture has a significant and sustained influence on new teachers.  \nWhy the Teachers Quit  \nThe pushing factors that cause Chinese beginning teachers’ quitting can be narrowed down to professional and personal factors. Professional factors that push new Chinese teachers out of the door are the challenge from the current curriculum reform in China and the heavy workloads caused by that reform. The latest curriculum reform emplaced in 2001 aims to change the traditional system, which overstressed knowledge delivery by promoting student-centered methodology (Liu & Onwuegbuzie, 2012) . Meanwhile, the current educational system in China remains examination driven. Most teachers struggle with a balance between preparing students for examinations and encouraging students’ participation in the classroom. It is overwhelming for new teachers, because they are not equipped with sufficient teaching experience. As a result, they feel lost in excessive workloads with various responsibilities, which affect new teachers’ physical and mental health. Under such circumstances, most new Chinese teachers experience a high level of work pressure, 42% of whom are reported to be under an extreme stress (Liu & Onwuegbuzie, 2012, p. 160) . Complex teaching tasks, in conjunction with mental health problems, are unmanageable for new teachers, because they are in the process of turning from “student teachers” to “real teachers.” Becoming stuck in paperwork and accountability tasks decreases teachers’motivation and leaves them worn down (Pells, 2017) . This is when teachers’ burnout occurs. Being unable to handle workloads to meet the curriculum reform’s requirements, Chinese teachers tend to leave early during their career.  \nPersonal factors consist of unrealistic career expectations and lack of self-efficacy, which play an important role in novice teachers’ decisions to quit. Embracing unrealistic career  \nexpectations is a dominant factor that wears new Chinese teachers down. The moment they start to teach, many new teachers wrongly match their ideal with reality (G","cbCais6nfHG0MFeZ","https://ap.wps.com/l/cbCais6nfHG0MFeZ","pdf",304028,"English","# Why the Teachers Quit\n## Professional factors\n## Personal factors\n# How to Keep the Teachers from Quitting\n## Collaborative partnership and supportive leadership","[{\"question\":\"What professional factors push new Chinese teachers to quit?\",\"answer\":\"Heavy workloads tied to curriculum reform and an exam-driven education system create overwhelming responsibilities for novices, contributing to high pressure and burnout.\"},{\"question\":\"How do personal factors influence early attrition?\",\"answer\":\"Unrealistic career expectations create a gap between ideals and reality, while weak self-efficacy makes challenges feel insurmountable, increasing frustration and depression.\"},{\"question\":\"What solutions help retain new Chinese teachers?\",\"answer\":\"Collaborative partnerships and supportive leadership, supported by colleagues and school leaders, provide academic and emotional resources that strengthen confidence and job satisfaction.\"}]","Solutions for New Chinese Teachers’ Quitting - Key Resolutions and Attrition Causes | PDF",1792082180,13]