Career Choices and Retention Intentions of Aspiring PE Teachers in Guangdong: A Social Cognitive Career Theory Perspective

Abstract

This study examines the factors shaping career decisions among aspiring Physical Education teachers in Guangdong Province, China, where chronic shortages of qualified educators persist. Using Social Cognitive Career Theory as a framework, the research employs a quantitative, cross-sectional design to analyze how teacher training quality, supportive school policies, and professional development opportunities influence career choices and retention intentions across urban and rural settings. Structural Equation Modeling analysis reveals that institutional support and training quality significantly boost job satisfaction and retention, while professional development strongly correlates with long-term career aspirations, particularly when combined with school-level backing. The findings highlight socioeconomic disparities between urban and rural contexts as key mediators of teacher motivation, providing empirical evidence for targeted policy interventions. The study recommends aligning training with professional needs, strengthening mentorship programs, and ensuring equitable access to development opportunities to address workforce sustainability challenges in physical education. These insights offer practical solutions for educational planning in regions facing similar teacher shortages.