The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment

Abstract

Enhancing teacher retention in underdeveloped regions of Central and Western China is an important issue for high-quality education development. By investigating 1558 teachers from nine provinces and municipalities in these regions, this study uses quantitative research methods to analyze the relationship between principals’ instructional leadership and teacher retention and introduces a moderated chain-mediated model. The results show that principals’ instructional leadership and teacher retention are at a relatively moderate to high level in these regions. Principals’ instructional leadership not only has direct effect on teacher retention, but also has indirect effects by three paths: through the separate mediating role of role stress, the separate mediating role of affective commitment, and the chain-mediating role of role stress and affective commitment. Teacher gender negatively moderates the relationship between principal’s instructional leadership and teacher role stress. The sample need to be extended to developed areas to form a comparison. Underdeveloped regions of Central and Western China also need to take more action.

Keywords

• principals’ instructional leadership
• teacher retention
• role stress
• affective commitment
• underdeveloped regions of Central and Western China