The Influence of Professional Development Support on the Retention Intention of Teachers in Small-Scale Rural Schools in China: The Chain Mediating Effect of Self-Efficacy and Job Satisfaction

In the Chinese rural education system, small-scale schools are an indispensable component. However, teachers in these schools face unique challenges, including a lack of resources, professional isolation, and limited opportunities for professional development. These challenges not only affect teaching quality but also lead to low retention intention, further exacerbating the shortage of qualified teachers in rural education. This study aims to examine how professional development support influences teachers’ retention intention through the mediating effects of self-efficacy and job satisfaction. Based on a survey of 1168 teachers from small-scale schools, we employed quantitative research methods to examine the direct and indirect effects of professional development support on retention intention. The results reveal that professional development support has both significant direct and indirect effects on teachers’ retention intention, with self-efficacy and job satisfaction serving as crucial mediators. A significant chain mediation effect was also identified, demonstrating how professional development sequentially enhances self-efficacy and job satisfaction to strengthen retention intention. These findings provide important implications for designing targeted professional development support in rural small-scale schools, emphasizing the need to consider both skill enhancement and psychological factors in teacher retention strategies.