Understanding teacher supply, challenges, trends and implications: A case study of China

See, Beng Huat; Tan, Yiyi; Gorard, Stephen; Morris, Rebecca; Ledger, Mark; Yang, Fujia

Abstract

This paper examines teacher supply in China, challenging the notion that the country has no teacher shortages. It is part of a broader international study on teacher supply and retention. While China meets mandated class sizes (which is large by most Western European standards), disparities exist in teacher distribution and quality, particularly in rural areas. Political and demographic factors, including education reforms and the one-child policy, have influenced teacher supply. Funding structures also contribute to regional disparities, with secondary schools in poorer provinces facing larger class sizes. Despite concerns over pay, teaching remains prestigious due to Confucian values emphasising respect for educators. The study highlights that teacher shortages are a matter of definition, shaped by cultural and systemic factors.

Citation

See, B. H., Tan, Y., Gorard, S., Morris, R., Ledger, M., & Yang, F. (2025). Understanding teacher supply, challenges, trends and implications: A case study of China. International Journal of Educational Studies, 8(3), 122-147. https://doi.org/10.53935/2641533x.v8i3.418

• Journal Article Type: Article
• Acceptance Date: May 17, 2025
• Online Publication Date: May 22, 2025
• Publication Date: May 22, 2025
• Deposit Date: May 20, 2025
• Publicly Available Date: Jul 1, 2025
• Journal: International Journal of Educational Studies
• Print ISSN: 2641-533X
• Peer Reviewed: Peer Reviewed
• Volume: 8
• Issue: 3
• Pages: 122-147
• DOI: https://doi.org/10.53935/2641533x.v8i3.418
• Public URL: https://durham-repository.worktribe.com/output/3954981
• Publisher URL: https://academiainsight.com/index.php/ijes