The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023

Yi Ding

doi:10.47297/wspiedWSP2516-250042.20261005

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The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023

Volume 10, Issue 5

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The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023
The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023
School of Educational Science, South China Normal University, Guangzhou, Guangdong, 510631, China
Vol. 10, Issue 5, Pages: 191-196(2026)
Published：30 May 2026
DOI：10.47297/wspiedWSP2516-250042.20261005
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Yi Ding.The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023[J].Journal of International Education and Development,2026,10(05):191-196.
DOI：

Yi Ding.The Attracting Effect of Economic Development Level on Highly Educated Teachers in Primary Schools: An Empirical Analysis Based on Panel Data from 2019 to 2023[J].Journal of International Education and Development,2026,10(05):191-196. DOI： 10.47297/wspiedWSP2516-250042.20261005.

摘要

Abstract

Utilizing a balanced panel dataset covering 31 Chinese provinces over the five-year period from 2019 to 2023 (comprising 155 observations)

this study empirically investigates the asymmetric impact of regional economic development on the retention of full-time primary school instructors. Specifically

the analysis distinguishes between educators holding bachelor's degrees and those with postgraduate qualifications (master's degrees or higher). A two-way fixed-effects regression framework is employed

with per capita regional GDP serving as the key independent variable. Control variables include the urbanization rate and the share of the tertiary industry in regional economic output. Employing Hausman specification tests and subsequent regression analyses

the findings indicate substantial spatial disparities in the distribution of highly-educated teaching personnel across regions. The results reveal that economic development exerts a distinctly dual influence: it exhibits a robust positive correlation with the attraction of master's level teachers

while conversely demonstrating a negative deterrent effect on bachelor's degree holders. This research elucidates the heterogeneous incentives inherent to economic development for different tiers of academic qualifications among primary school teachers. It offers actionable empirical insights for refining the spatial allocation of educational resources and designing effective teacher recruitment strategies.

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references

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