Abstract:

Drawing on survey data from 2,082 special post teachers across eight provinces in China, this study employslatent profile analysis to examine typologies of stability among special post teachers. The results show that overall stability is at a moderate level and requires further improvement. Based on two dimensions—positive retention willingness and negative turnover possibility—four stability types are identified: committed stayers (29.49%), conflicted stay-leave (17.15%), hesitant observers (38.86%), and potential leavers (14.50%). Demographic characteristics, including age, proximity between parents’ residence and the school location, and educational attainment, have significant effects on stability types. Younger teachers, non-local teachers, and those with a bachelor’s degree or above are more likely to fall into the latter three categories. These findings suggest the need to place greater emphasis on the stability of special post teachers, with particular attention to the conflicted stay-leave and hesitant observer groups. Targeted support tailored to individual characteristics should be provided to enhance their stability.

Key words: special post teachers, stability, positive retention willingness, negative turnover possibility, latent profile analysis