Why They Kept Committed: Emotional Drives of Rotating Teachers in the Context of Teacher Rotation Policy in China

Abstract

Abstract The purpose of this study is to examine China’s teacher rotation policies, which are intended to narrow the urban-rural teacher quality gap. A qualitative approach is used to explore the emotional drives of eight teachers who participated in teacher rotation in Y District, Beijing. This study applies Archer’s social theory of emotion, which establishes a link between personal concerns and emotional commentaries. Data reveals four emotional drives or concerns: embodying sender schools, reciprocity with rural school leaders, rapport with colleagues, and conscience towards students. Conscience is viewed as the primary drive for rotating teachers to focus their efforts on teaching and learning in order to avoid shame. Relationships with sender schools, rural school leaders, and colleagues all have an effect on rotating teachers’ hybrid self-identity as insiders/outsiders of two social circles, engendering a range of emotions. This study emphasizes the importance of making sense of the emotional structures and dynamics of rotating teachers. Finally, the implications of improving the efficacy of teacher rotation are discussed.