Principals of Hard-To-Staff Chinese High Schools Support Teachers’ Lifelong Professional Development and Retention

High schools in remote and economically disadvantaged small towns of China face declining performance as students and competent teachers transfer to cities. Yet, a few of them managed to curb teacher attrition and maintained a considerable group of high-performing teachers. Little is known about the specific strategies their principals use to support teacher development and retention. This study interviewed six principals from high-performing small-town high schools. Thematic analysis of the data revealed that principals employed three key micropolitical practices: sharing instructional leadership, moderating accountability pressure, and exercising reasoned authority over school finances. They shared instructional leadership in diverse professional learning communities (PLCs), supporting teachers across career stages. Centered on lesson study, these PLCs converted the ostensive aspects of school resources into performative ones. While principals faced government pressure for school performance, they avoided translating it into punitive accountability for teachers. This practice laid the foundation for collaborative rather than competitive teacher interactions in PLCs. Furthermore, principals sought financial support and donations from government agencies, enterprises, and wealthy individuals. Substantial funds were invested to teacher professional development and staff incentives. By securing teachers’ professional growth and income improvement, principals met their core needs and supported teacher retention.