Can Teacher Mobility Promote the Development of Chinese Students' Social and Emotional Skills? —— An Empirical Study Based on the SESS 2019 Data

Can Teacher Mobility Promote the Development of Chinese Students' Social and Emotional Skills? —— An Empirical Study Based on the SESS 2019 Data | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Can Teacher Mobility Promote the Development of Chinese Students' Social and Emotional Skills? —— An Empirical Study Based on the SESS 2019 Data Xuzhong Huang, Heqing Yang, Yipu Hao, Jing Cao, Ni An This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4671605/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The Chinese government regards teacher mobility as a policy tool to allocate teacher resources in counties and has carried out the teacher mobility policy for nearly 30 years, but the relationship between teacher mobility and student development in China is unclear, hindering the in-depth implementation of related policies. Based on the SESS 2019 survey China Suzhou data, this study analyzed the effects of teacher mobility on students' social and emotional skills development using OLS regression methods, interaction terms, and conditional quantile regression with 10-year-old and 15-year-old students as the research subjects. The study found that teacher mobility had a significant positive effect on students' social and emotional skills. These effects did not differ significantly between male and female student groups, but the effects differed significantly between students from different family socioeconomic statuses, with students from higher family socioeconomic statuses benefiting more. The quantile regression results found that teacher mobility had a significant effect on students in the low and high quartiles of social and emotional development (Q10%, Q25%, and Q90%), and a non-significant effect on students in the middle quartile (Q50% and Q75%). Therefore, in China, governmental departments should take effective measures to continuously and deeply promote the teacher mobility policy in order to promote the development of students' social and emotional skills, but they also need to be wary of generating new problems of educational inequality. Biological sciences/Psychology/Human behaviour Earth and environmental sciences/Environmental social sciences/Psychology and behaviour Figures Figure 1 Introduction Social and emotional skills are the ability that individuals possess in the process of achieving goals, cooperating with others and managing emotions 1 . It is expressed in the individual's persistent and stable thinking, feelings and behavioral stereotypes. The importance of social and emotional skills has attracted increasing attention in education around the world since the release of the global test results of the Social and Emotional Skills Assessment by the OECD in 2021. Studies have shown that social and emotional skills are essential conditions for students' success, an important predictor of career achievement, and closely related to individual physical and mental health and long-term happiness 2-4 . Under the long-term influence of the traditional college entrance examination system and the concept of exam-oriented education, Chinese education has over-emphasized the cultivation of students' cognitive abilities and relatively neglected the important value of social and emotional skills. In this context, the cultivation of students' social and emotional skills is not only a practical exploration that is urgently needed in today's China in order to improve the quality of education and promote the all-round development of human beings, but also an educational transformation advocated in response to the rapid changes in the global socio-political environment and the creation of a new social contract. Teachers are the first determinant of the quality of education and have a direct impact on the development of students' social and emotional skills 5,6 . Under the social system of free flow of labor factors.as rational economic beings, teachers will make employment choice decisions after comprehensively considering multiple factors such as career development, family, school, and social environment. Generally speaking, teachers with strong capital and outstanding ability are more likely to choose to flow from weak schools in backward areas to high-quality schools in developed areas 7-10 , resulting in more unbalanced allocation of teachers in regional, urban and rural schools, and inter-school schools, thus aggravating the disparity in the development status of students and educational inequality. In order to optimize the allocation of teacher resources so that every student can enjoy a fair and quality education as far as possible, countries around the world have explored two distinct development paths. The first path, represented by Europe and the United States, focuses on exploring effective measures to reduce teacher mobility from a market perspective, giving full play to the role of the market mechanism in the allocation of teacher resources, and allowing high-quality teachers to stay in underprivileged schools to teach 11 . The first path is represented by countries in Europe and the United States. The second path, represented by countries such as China, Japan and South Korea, focuses on government mobility policies that enforce regular teacher mobility and direct quality teachers to work in underprivileged schools as much as possible from a government deployment perspective 12-14 . The main objective is to guide high-quality teachers to work in underprivileged schools as much as possible. So how does teacher mobility affect student development? Why has the Chinese government chosen a very different path from that of Europe and the United States? Is there really value in using policy instruments to promote regular teacher mobility? Teacher mobility refers to the flow of teachers from one school to work in another. Analysis from a systemic perspective reveals that teacher mobility involves two organizations and their members (leaders, colleagues, students, etc.) in both flowing and inflowing schools, and that mobile teachers leave familiar social network relationships in flowing schools and enter unfamiliar ones in inflowing schools, which does not have the same impact on the development of students in the two types of schools. In terms of existing research, European and American scholars focus on the influencing factors of teacher mobility and its impact on students in flowing schools, with a view to using empirical evidence to prove the negative impact of teacher mobility on the development of students in flowing schools, and thus calling for the stabilization of the teaching force. However, Chinese scholars, under the theoretical expectation that teacher mobility can promote the development of students in underprivileged schools, explore the dilemmas of teacher mobility policy implementation and its causes, with a view to optimizing teacher mobility policy to promote more teacher mobility to underprivileged schools, and to genuinely improve the development of students in underprivileged schools by optimizing teacher mobility policy, so that regular teacher mobility can be realized in practice. In China, since the reform and opening up of China in 1978, under the influence of multiple factors such as the urban-rural dichotomy, the development strategy of "the first to get rich will drive the poverty to get rich", and the policy of focusing on school education, a large number of excellent teachers have been concentrated in county and city schools through independent mobility and government deployment, and the difference between the teacher strength of urban and rural schools has been widening. As a result, in 1995, the Chinese government issued the Opinions on Strengthening the Construction of Primary and Secondary School Teachers during the Ninth Five-Year Plan Period, which proposed for the first time that "regular exchanges of teachers should be actively carried out ...... and effective mechanisms for the mobility of teachers should be established, and effective measures should be taken to ensure that teachers can be transferred to other schools. An effective mechanism for teacher mobility should be established, and practical policy measures should be taken to encourage teachers to move from urban to rural areas and from privileged to underprivileged schools 15 ." After nearly 30 years of exploration, China's teacher mobility policy has gone through three phases: policy inception, rotational exchanges, and county-managed and school employment 16 .At the stage of county-managed and school employment, the Chinese government raises the unit of attribution of the teacher's establishment from the school to the county education administration department. This transition will transform teachers from being "unit persons" within schools to becoming "system persons" within counties, effectively addressing personnel separation issues during rotational exchanges stage 17 ,and truly promote the regular mobility of teachers. However, field investigations have found that negative perceptions of policies such as 'a farce' and 'Matthew effect' have emerged in an endless stream, principals' disapproval, teachers' inactivity, parents' distrust, and students' inadaptation have also led to the implementation of policies in some areas being hampered 18-21 . The reason for this is that stakeholders are still skeptical about the scientific and standardized nature of the county-managed and school employment policy. In particular, the uncertainty of the effects of teacher mobility has hindered the acceptance of the policy and its in-depth promotion. In view of this, this study uses SESS 2019 Suzhou data and OLS regression, quantile regression, interaction terms to explore the impact of teacher mobility on the development of students' social and emotional skills. The main contributions of this study are as follows: this study utilizes large-scale survey data and quantitative data analysis methods to examine the effects of teacher mobility on students' social and emotional skills and its heterogeneity, to provide empirical evidence in China for the study of the effects of teacher mobility, deepen the comprehensive understanding of the effects of teacher mobility on students' development, and make up for the gaps in the previous studies. Teacher mobility and student development Teacher mobility is a classic topic in the field of teacher research, and related terms also include teacher attrition, turnover, and rotation. Although the above concepts differ from each other, they all have a core commonality that teachers need to leave from one school. In other words, regardless of the type, the impact on student development is similar in that it involves the departure of one old teacher and the replacement of one new teacher. Simultaneously, considering the relatively small amount of literature on teacher mobility, this study expands the scope of the literature search to include relevant lexical literature for a unified sorting. It is found that the existing studies have not yet reached a consistent conclusion, which may be related to national conditions, teacher policies and the specific context of teacher mobility. Generally speaking, views on the impact of teacher mobility on student development can be broadly categorized into three types: negative, positive and neutral. From the perspective of negative impact, teacher mobility has a direct negative effect on the development of students in teaching classes in the flowing school, and has an indirect negative effect on students in other classes. In terms of direct effect, theoretically, the same teacher teach the same class of students, teachers and students can familiarize and adapt to each other in both directions, thus forming a good teacher-student relationship quickly and efficiently 22,23 , teachers can also teach students in accordance with their aptitude according to the human capital status of specific students to improve the quality of teaching 24 . However, teacher mobility will inevitably lead to a failure of the above advantages, disrupting the coherent implementation of the school teaching program 25 . The fact that new teachers need time to understand the specific situation of students, familiarize themselves with the teaching program, reshape a good relationship between teachers and students. Therefore, teacher mobility will have a negative impact on student academic achievement. An analysis using the proportion of teachers on the verge of retirement as an instrumental variable found that there is a significant negative correlation between teacher mobility and student KS4 scores, with each 10 percent point increase in the proportion of retirements decreasing student KS4 scores by approximately 2.4 standard deviations 26 . A study based on Chilean data also found that repeat student-teacher matches contributed significantly to students' academic achievement, with effect sizes equal to 0.1-0.2 standard deviations of the value-added to students' achievement 27 . In terms of indirect effect, a teacher is not only a teacher in a class, but also a member of the school organization. Teacher mobility can also have a negative spillover impact on the development of students' academic achievement in other classes by undermining school teacher cooperation and trust, positive school climate 25,28 . The fixed panel effect estimation results of the fourth and fifth grade students in New York City indicate that the higher the teacher mobility rate, the worse the English and mathematics scores of the grade students, and there is a significant negative impact on the students in the school's teacher retention class 29 . From the perspective of positive impact, teacher mobility can promote the high-quality development of students in the inflowing schools by promoting professional development, improving the quality of human-job matching and exerting the "catfish effect". Firstly, teacher mobility can enrich their teaching experience in facing different types of student groups, improve their teaching ability, promote work innovation, and increase the "energy" reserve of mobile teachers 14,30 . Secondly, moderate teacher mobility can improve the quality of human-job matching, so that mobile teachers can give full play to their own abilities in an appropriate environment. Labor economics research indicates that employees with higher matching quality tend to obtain higher income and productivity 31 , as well as in the field of education. The study found that the human-job matching effect explains about one-quarter of the teacher quality effect in the usual sense, and that this effect exists only in specific schools and does not migrate due to teacher mobility; teachers with poor human-job matching are more likely to participate in inter-school mobility and show higher productivity in their new schools 32 . Thirdly, organizational management research shows that employee communication can break the closed state of the system, new employees can inject new ideas and new vitality into the new organization 33 , exert the 'catfish effect' to stimulate the work vitality of school teachers and alleviate job burnout. From the perspective of neutral impact, the change of compositional quality of mobile teacher and replacement teacher is a key factor of the effect of teacher mobility. Theoretically, when the quality of mobile teacher is lower than that of replacement teacher, teacher mobility will have a positive impact on students' academic development; when the quality of mobile teacher is higher than that of replacement teacher, this effect becomes negative. When the quality of the two is basically the same, then the impact of teacher mobility will also be nearly zero. In other words, the relative quality of mobile and replacement teacher determines the determinants of the effect of teacher mobility 29 .Hanushek and Rivkin simulated the replacement of mobile teachers by new teachers, and found that the overall impact of teacher mobility on student development was not significant 34 . There is a certain difference between the simulated data and the actual educational practice. Adnot 's study of American Columbia public schools through the difference-in-difference method found that after adopting the IMPACT teacher performance evaluation and incentive system, the low-efficiency teachers turnover will have a significant positive impact, while the high-efficiency teachers turnover will have a negative impact, but not significant 35 . Barbieri evaluated the effect of Italian teacher mobility and found that the mobility rate of teachers in the flowing school has a significant negative impact on students' academic achievement, while the mobility rate of teachers in the inflowing school has a significant positive impact on students' academic achievement 36 . Another study also found that the effect of repeated matches between Chilean mathematics teachers and students on mathematics achievement was almost zero. Education management personnel should not blindly pursue, do not deliberately avoid 37 . In summary, the existing literature has laid a solid theoretical foundation and empirical research support for the conduct of this study, but there are still the following deficiencies. Firstly, there is a lack of empirical research based on Chinese data. In China, government departments promote teacher mobility policies and to promote more excellent teachers to work in underprivileged rural schools. There is a basic assumption behind this measure: teacher mobility can promote the improvement of the quality of education in underprivileged schools. Otherwise, there would be no need for government departments to invest a great deal of time, energy, and financial resources in promoting teacher mobility. However, as mentioned above, the relationship between teacher mobility and student development is complex, which leads to the obstruction of the implementation of teacher mobility policy to a certain extent. The actual effect of teacher mobility in China needs to be verified by empirical research. However, almost all the relevant research of Chinese scholars stops at the theoretical level, and there is no any Chinese empirical research based on large-scale survey data 30,38,39 . Secondly, there is a lack of attention to social and emotional skills. Social and emotional skills is an important dimension of modern students' core competitiveness. However, due to the limitations of previous data, the existing studies have only explored the effects of teacher mobility on students' academic achievement. There are no studies that analyze the role of teacher mobility on students' social and emotional skills, and the estimation of the effects of teacher mobility may be biased. Thirdly, there is a lack of attention to group heterogeneity. Previous studies have focused on exploring the average effect of teacher mobility on student development. Lack of analysis and discussion of group heterogeneity. Objectives and hypotheses of the study This study had two objectives. The first objective was to examine the associations between teacher mobility and student's social and emotional skills in the group of 10-year-old and 15-year-old students in Suzhou, China in the SESS survey. The second objective was to explore the potential differences in the impact of teacher mobility on the social and emotional skills of students of different gender, socioeconomic status and development level. Therefore, this study proposed four hypotheses: Hypothesis 1: After controlling for other variables, teacher mobility has a significant impact on students' social and emotional skills. Hypothesis 2: The gender of students moderates the influence of teacher mobility on students' social and emotional skills. Hypothesis 3: The family socioeconomic status of students moderates the influence of teacher mobility on students' social emotional ability. Hypothesis 4: There are differences in the impact of teacher mobility on students' social and emotional skills at different locations. Methods Participants The data for this study were primarily sourced from the SSES survey conducted by the OECD in 2019. SSES focuses on students aged 10 and 15 as the main survey subjects, making it the first international survey project that centers on the development of student social and emotional skills. The survey comprehensively captured many elements including individual characteristics of students, family background, teachers and school environment. According to the needs of the research purpose, this study mainly selected Suzhou, China data from the SSES survey. For some missing data, this study used case deletion and mean interpolation to deal with them. After sorting, matching and cleaning, this study finally obtained 6955 valid samples. Measures Social and emotional skills The dependent variables in this study are social and emotional skills. Social and emotional skills in the SSES survey were measured using the "Big Five Personality Traits" scale, which included five first-level dimensions of task ability, emotion regulation, interpersonal skills, openness, collaborative capacity, as well as 15 second-level dimensions of sense of responsibility, stress resistance, empathy, inclusiveness, enjoyment of community, and self-control. Previous research has shown that the alpha(α) and omega(Ω) coefficients of the social and emotional skills subscale in Chinese student data are both above 0.7, indicating good reliability 40 . Further analysis revealed a Kaiser-Meyer-Olkin (KMO) value of 0.959, Bartlett's sphericity value of 72761.625(p<0.001), indicating the data sample was suitable for factor analysis. The number of factors with eigenvalues greater than 1 extracted by principal component analysis was only 1, which cumulatively explained 57.24% of the total variance, and the variable was named "social and emotional skills". Teacher mobility The independent variable in this study is teacher mobility, which refers to teachers who have moved from another school to work at the current school. In this study, we used a combination of three variables to identify the teacher's teaching age, the years working at the current school, and the student age group, with the following specific identification strategy: (1) When the years working at the current school are less than the teacher's teaching age, and the gap between the two is less than or equal to the school system (6 years for the age group of 10, and 3 years for the age group of 15, hereinafter the same), it is assigned a value of 1, which stands for the mobile teacher. (2) When the years working at the current school are less than the teacher's teaching age, but the gap between the two is greater than the school system, assigned a value of 0, representing the retained teacher. (3) when the years working at the current school are equal to the teacher's teaching age, assigned a value of 0, representing the retained teacher. Control variables According to the existing research 41-43 , the control variables in this study mainly include individual student characteristics variables, family characteristics variables, and school characteristics variables. Individual characteristics of students include: gender (0 for male, 1 for female), age (0 for the 10-year age group, 1 for the 15-year age group), physical health (assigned values for general, poor as 0, and excellent, very good, good as 1). and family characteristics variables include: family characteristics include: only child (0 for the non-only child, 1 for the only child), living with parents (0 for other living arrangements, 1 for living with parents), and family socioeconomic status (SES, based on the principal component analysis method of combining the three variables of the parents' highest occupational level, educational level, and family property). and school characteristics variables include: Peer relationships (obtained by principal component analysis of the answers to the four questions of "My friends understand me", "My friends accept me", "I talk easily with my friends", "My friends respect my feelings"), teacher-student relationship (obtained by principal component analysis of the answers to the three questions of "most teachers treat me fairly", "I get along well with most teachers", "most teachers care about my happiness"). In addition, to control for the effects of other omitted variables for schools, this study further controlled for school fixed effect. The descriptive statistics of this study are shown in Table 1. Table 1. Descriptive table of variables. Variable Full-Sample Mobile teacher Retained teacher Mean difference M SD M SD M SD Social and emotional skills 0 2.932 0.636 3.115 -0.140 2.869 -0.777*** Mobile teacher 0.184 0.388 - - - - - Age 0.495 0.500 0.320 0.467 0.534 0.499 0.214*** Female 0.471 0.499 0.440 0.497 0.478 0.500 0.038** Health 0.905 0.294 0.907 0.290 0.904 0.294 -0.003 Only child 0.263 0.441 0.273 0.446 0.261 0.439 -0.012 Living with parents 0.946 0.225 0.939 0.239 0.948 0.222 0.009 Family socioeconomic status 0.285 0.843 0.363 0.864 0.268 0.837 -0.096*** Peer relationship -0.002 1.002 0.092 1.050 -0.023 0.990 -0.115*** Teacher-student relationship -0.004 1.001 -0.023 1.019 0 0.997 0.023 Sample size 6955 1283 5672 * p <0.05; ** p < 0.01; *** p < 0.001. Statistical analysis Firstly, this study used OLS regression model to analyze the impact of teacher mobility on students' social and emotional skills after controlling for individual student, family, school, and other characteristic variables. Secondly, we used the interaction term to analyze the heterogeneity effect of gender and family socioeconomic status, generate interaction terms between teacher mobility and gender, and interaction terms between teacher mobility and family socioeconomic status. Finally, we used conditional quantile regression to investigate the heterogeneity of the impact of teacher mobility on social and emotional skills at different quartiles. Ethical approval and informed consent The present research involves human participants. Prior to the SESS survey, all participants were informed about the survey and their consent was obtained. Results The influence of teacher mobility on students' social and emotional skills This study employed stata16.0 software for analysis. The regression results are shown in Table 2, where Model 1 is a null model with only teacher mobility variable. Models 2-3 respectively incorporate individual student, family, and school-level control variables. Model 4 further controls for school fixed effect to eliminate the influence of unobserved factors at the school level. In terms of explanatory power, the explanatory power gradually increases from explaining 1.1% of the total variation in Model 1 to 43.3% in Model 4, which is well constructed with a substantial explanatory power. The data results indicate that teacher mobility has a significant positive impact on students' social and emotional skills after controlling for irrelevant variables such as individual, family, and school level. Specifically, compared to retained teachers, on average, the average score of the social and emotional skills of the mobile teachers' students will be significantly higher by 0.132 points. This result indicates that mobile teachers who had other school work experience can promote the development of students' social and emotional skills. This may be due to the fact that mobile teachers have experience of working in different schools, possessing clear goals of their own, as well as rich experience of working with others and managing emotions, which makes them influence the development of students' social and emotional skills in a subtle way. In addition, students in the 10-year-old group, male students, in good health, non-only child, high family socioeconomic status, good peer relationship, and good teacher-student relationship tend to perform significantly better in terms of social and emotional skills. Table 2. OLS regression analysis results table. Robust standard errors in parentheses, same below. Medel 1 Medel 2 Medel 3 Medel 4 Teacher mobility 0.777 *** (0.090) 0.253 *** (0.081) 0.189 *** (0.071) 0.132 * (0.075) Age -2.132 *** (0.064) -2.030 *** (0.057) -1.836 *** (0.087) Female -0.094(0.062) -0.243 *** (0.055) -0.230 *** (0.054) Health 1.668 *** (0.106) 1.023 *** (0.094) 1.015 *** (0.093) Only child -0.072(0.071) -0.091(0.062) -0.104 * (0.063) Living with parents 0.169(0.138) 0.169(0.121) 0.181(0.120) SES 0.642 *** (0.037) 0.332 *** (0.033) 0.319 *** (0.037) Tong ban 1.077 *** (0.029) 1.047 *** (0.029) Shish 0.529 *** (0.029) 0.511 *** (0.029) School fixed effect √ N 6955 6955 6955 6955 R 2 0.011 0.219 0.408 0.433 Heterogeneity analysis of the influence of teacher mobility on students' social and emotional skills Moderating effect of family socioeconomic status and gender In order to investigate whether there is heterogeneity between teacher mobility and students' social and emotional skills based on different family socioeconomic statuses (SES) and student genders, this section analyzes the interaction terms of family socioeconomic status and gender with teacher mobility. Table 3 shows that there is no gender difference in the effect of teacher mobility on students' social and emotional skills. However, family socioeconomic status significantly positively moderates the effect of teacher mobility on students' social and emotional skills. Specifically, the positive effect of teacher mobility on students' social and emotional skills increases by 0.211 points for every one-unit increase in family socioeconomic status. There exists the Matthew Effect that the higher the family socioeconomic status, the stronger the positive effect of teacher mobility on students. Table 3. Moderating effect regression results. Regression results for unrelated variables are not reported here to save space, same below. Model 5 Model 6 Model 7 Teacher mobility 0.132 * (0.075) 0.066(0.080) 0.099(0.098) SES 0.319 *** (0.037) 0.281 *** (0.040) 0.319 *** (0.037) Female -0.230 *** (0.054) -0.234 *** (0.054) -0.244 *** (0.060) Teacher mobility *SES 0.211 ** (0.083) Teacher mobility *female 0.075(0.140) Control variables √ √ √ School fixed effect √ √ √ N 6955 6955 6955 R 2 0.433 0.433 0.433 Quantile regression of social and emotional skills Table 4 presents the regression results of the 10th, 25th, 50th, 75th, and 90th percentiles of social emotional skills, while controlling for other variables, reflecting the effect of teacher mobility from low to high social and emotional skills. The results indicate that teacher mobility has a significant positive effect on social and emotional skills of students in quartiles 10th, 25th and 90th, and a non-significant effect on social and emotional skills of students in quartiles 50th and 75th. The impact coefficients of teacher mobility at the 10th and 25th quantiles are 0.147 and 0.139, respectively, which are basically consistent with the OLS regression results. At the 90th quantile, the impact coefficient of teacher mobility on students' social and emotional skills becomes 0.270, and the impact coefficient is approximately twice that of the benchmark regression coefficient, with a greater marginal effect. In other words, teacher mobility has a positive effect on both students with low level social and emotional skills development and those with high level, and the marginal impact effect is greater on students with high level social and emotional skills than for those with low level social and emotional skills. Table 4. Quantile regression results. Model 8 Model 9 Model 10 Model 11 Model 12 Q10 Q25 Q50 Q75 Q90 Teacher mobility 0.147*(0.088) 0.139*(0.081) 0.125(0.081) 0.122(0.113) 0.270*(0.147) Control variables √ √ √ √ √ School fixed effect √ √ √ √ √ N 6955 6955 6955 6955 6955 PR 2 0.1925 0.2167 0.2524 0.3085 0.3311 Robustness test In order to enhance the robustness of the research conclusions, this study employed methods such as redefining the explained variables, Lasso regression, and Permutation test for analysis. Initially, this study recalculated the 15 sub-dimensions of social emotional competence by aggregating and averaging, replacing the original measurement method in the OLS regression model, as shown in Model 12. As indicated in Table 5, even after redefining the dependent variables, the regression results still supported the positive impact of teacher mobility on the development of students' social and emotional skills. Furthermore, this study further adopted the Lasso regression model to conduct a robustness test and a twenty-fold cross validation by splitting the sample, which confirmed the results of the benchmark regression with improved impact coefficients and significance levels. Lastly, considering that there may be endogeneity problems caused by omitted variables in the model, this study further analyzed the impact of omitted variables through the Permutation test. Specifically, by randomly assigning values to teacher mobility and repeating this process 500 times, 500 virtual regression coefficients were obtained. As depicted in Figure 1, estimated coefficients of virtual teacher mobility were notably concentrated around 0, indicating that the research conclusions were not randomly accidental but rather possess strong robustness and were minimally influenced by unobservable omitted variables. Table 5. Robustness test. Only the estimated coefficients for the core independent variables are shown here. Model 13 Model 14 Model 15 Teacher mobility 0.132 * (0.075) 3.397 * (1.968) 0.424 *** (0.079) Discussion Teacher mobility is a common phenomenon in the field of education around the world. However, its impact on students' development is as mysterious as Schrödinger's cat. In this regard, this study estimated the average effect of teacher mobility on students' social and emotional skills using data from the OECD SSES Survey of Suzhou, China, and analyzed the group heterogeneity of this effect using quantile regression and interaction terms. It was found that teacher mobility could significantly promote the development of students' social and emotional skills, and student gender could not moderate the above effect, but family socioeconomic status could further strengthen the positive impact of teacher mobility on social and emotional skills. The results of quantile regression demonstrate that teacher mobility promotes the positive development of students with low and high levels of social and emotional skills, and the marginal benefits are greater for high levels of social and emotional skills. The robustness test results indicate that the conclusions of this study are relatively robust. As predicted in Hypothesis 1 of this paper, our findings suggest that teacher mobility is significantly and positively related to students' social and emotional skills in the group of 10- and 15-year-old students in China. Specifically, compared with the remained teachers in the current school, the social and emotional skills of mobile teachers will be significantly higher by 0.132 points. After data standardization, the standardized coefficient of teacher mobility is 0.017, which is approximately one-tenth of the standardized coefficient of good teacher-student relationship. This finding is different from previous studies 26,29 , our study suggests a positive association between teacher mobility and the development of social and emotional skills among Chinese students. This may be due to the fact that mobile teachers have higher social and emotional skills, they had experience of working in different schools, possessing clear goals of their own, as well as rich experience of working with others and managing emotions, which makes them influence the development of students' social and emotional skills in a subtle way 44 .On the other hand, Chinese basic teachers generally have a high level of job burnout 45 , Teacher mobility can stimulate the mobile teachers to work vigorously, reduce the sense of job burnout, and promote the improvement of their own professional competence to promote the development of students' social and emotional skills. This study bridges the gap in existing research on the impact of teacher mobility on student development in the Chinese educational context, demonstrates the important role of teacher mobility on the development of students' social and emotional skills, and provides evidence in support of the Chinese government's policy to further promote teacher mobility. Inconsistent with our hypothesis 2, the study findings showed gender does not have a significant moderating effect. the result of the coefficient of the interaction term between students' gender and teacher mobility is 0.075, but the result of this coefficient did not pass the test of significance, which suggests that gender does not truly moderates the impact of teacher mobility. This is different from previous research findings. Indeed, many studies showed that less school anxious 46 , higher self-discipline 47 , more effective self-regulation 48 which gave an advantage to girls in traditional school setting and behavior more successful than boys 49,50 . As a result, this study originally expected that female students' social and emotional skills would be more likely to benefit from teacher mobility, but the results of the study suggest that the impact of teacher mobility on male and female students is equal. consistent with our hypothesis 3, the study findings showed that family socioeconomic status positively moderates the positive impact of teacher mobility. the result of the coefficient of the interaction term between family socioeconomic status and teacher mobility is 0.211, which passed the significance level test of 5%, indicating that the higher the family socioeconomic status of students, the stronger the positive effect of teacher mobility. Conversely, the lower the positive effect of teacher mobility on students with lower family socioeconomic status, the smaller the positive effect. Under the Chinese education system, teachers generally have higher performance pressure. As new teachers in new schools, mobile teachers have greater performance pressure, so they are more inclined to invest their time and energy in student groups with higher family socioeconomic status, to quickly achieve results and gain recognition and respect from students, parents, colleagues, and leaders 51 . consistent with our hypothesis 4, the study findings showed the impact of teacher mobility on students' social and emotional skills development exhibited heterogeneity. Quantile regression results showed that teacher mobility had a significant positive impact on social and emotional skills only in the low (10%, 25%) and high (90%) quartiles, while it had no significant impact on the development of social and emotional skills in the middle quartile (50%, 75%) quartiles. This could be attributed to the phenomenon of "neglect of middle-ranking students" in the Chinese basic education sector 52 . Due to class size and individual energy constraints, Chinese teachers have no way of focusing on every student in the class, but can only concentrate their time and energy to the high and low performing students in the class, in order to cultivate higher-quality students and fulfill their responsibility for educational equity, while average performing students in the intermediate zone are often in the awkward position of being neglected. In sum, the present study not only supplies the much-needed empirical data from China education contexts but also expands previous research on the impact of teacher mobility on student achievement in educational contexts across countries 26,29,32,35 .Importantly, our findings suggest that considering the relationship between teacher mobility and students' social and emotional skills, students' family socioeconomic status is an important factor to be considered. Limitations and future research directions This study empirically analyzes the net effect of teacher mobility behaviors on students' social and emotional skills development based on the data of the SESS Survey of Suzhou, China, which to some certain extent makes up for the gaps of the existing studies, enriching the studies related to the evaluation of the effects of teacher mobility, and providing a scientific basis for the promotion of teacher mobility. However, this study also has some limitations that need to be further researched and addressed in the future. Firstly, this paper explores the effect of teacher mobility behaviors on the development of students' social and emotional skills, and it can continue to dig deeper into the mechanism of influence in the future. Secondly, Suzhou is a developed city in a developed region of China, limiting the general applicability of the findings to schools in other provinces in China. Additionally, it remains to be seen if our findings are unique to the Suzhou context or are applicable to China. Further research involving samples from diverse province is warranted to scrutinize the replicability of our findings. Thirdly, our data is cross-sectional, no causal relationship can be inferred from the correlations observed in the cross-sectional study, although robustness tests are conducted in a variety of ways. In addition, one of the main purposes of the Chinese government's policy of promoting teacher mobility is to contribute to the improvement of the quality of education in rural schools, but the SSES database does not publish information on the urban and rural variables of the surveyed schools, so that this study is unable to further analyze the urban and rural differences in the development of students' social and emotional skills as a result of teacher mobility. In the follow-up, we can further pay attention to and explore the uniqueness of the impact of teacher mobility on rural students. Further attention and exploration of the uniqueness of the impact of teacher mobility on rural students could be pursued. We suggest that instrumental variable methods, difference-difference methods, or longitudinal panel data designs may be used in the future to assess the causal effect of teacher mobility on the development of students' socio-emotional competence. Future studies should further explore the mechanism and causal effect of teacher mobility on the development of students' social and emotional skills. Conclusion and enlightenment This study expands our understanding of the role of teacher mobility in affecting students' social and emotional skills by analyzing matched student-teacher-parent-school leader data from the SESS survey in Suzhou, China. Firstly, we obtained conclusive evidence that teachers who have experienced mobility in a short period of time teach students with better social and emotional skills compared to retained teachers. However, at present, the enthusiasm of Chinese teachers to participate in the teacher mobility policy is not strong, and high-quality teachers in county towns are not willing to move to rural weak schools 53 . Therefore, government departments should provide financial support to reduce the cost of teacher mobility and motivate teachers to move to rural schools and work in weak schools. Measuring costs and benefits is the main basis for rational individuals to make decisions. Studies have shown that teachers' participation in mobility generates additional costs such as transportation, accommodation, communication, and support 54 , which to some certain extent hinders Chinese teachers' willingness to participate in mobility. In this regard, government departments should formulate differentiated cost compensation mechanisms based on different types of flows to ensure that limited funds are used on the blade. Secondly, family socioeconomic status (SES) is an important factor influencing the role of teacher mobility on the development of students' social and emotional skills. Specifically, the higher family socioeconomic status, the stronger the positive contribution of teacher mobility on students' social and emotional skills. Teacher mobility has a significant impact on students at the low and high quartile levels of social and emotional skills development, and a non-significant impact on students at the intermediate level of social and emotional skills development. This suggests that some disadvantaged groups of students are not enjoying the benefits of teacher mobility, which may result in new educational inequality. In this regard, we should deepen the cultivation of the sense of educational equity among mobile teachers, guiding mobile teachers to pay more attention to students from low socioeconomic backgrounds and at the middle and lower levels of social and emotional skills development, and encouraging children from different backgrounds, at different levels, and at different levels of development to engage in collaborative learning with each other, and to give full play to the dual role of teachers and peers to facilitate the development of disadvantaged children. Finally, this study emphasizes the importance of appropriate teacher mobility between schools within counties for the development of social and emotional skills in adolescence in the Chinese educational context, provides strong support for the Chinese government's policy of promoting teacher mobility, and offers insights for other countries to promote balanced allocation of teacher resources in basic education to ensure that every school-age child receives a fair and quality education. Declarations Data availability The data that support the findings of this study are openly available from the OECD SSES Survey at https://www.oecd.org/en/data/datasets/SSES-Round-1-Database.html Author contributions All authors conceived and planned the study as well as reviewed the manuscript. X.H. and H.Y. wrote the main manuscript text. Y.H. conducted data analysis and wrote the results, including preparing the Fig. 1 and Tables 1, 2, 3, 4 and 5. N.A. collected the data and preprocessed the data for the manuscript. J.C. contributed to the conceptualization the research and managed the project. All authors provided critical feedback and commented on the manuscript. All authors approved the final version of the manuscript for submission. Funding This research was funded by the Humanities and Social Science Project of Ministry of Education (China), “Research on tracking evaluation and optimization strategy of ‘county management and school employment’ policy from the perspective of quality and balance”, Grant number 23YJC880045; This research was also funded by the Hubei Province education science planning key topic, “Research on tracking evaluation and optimization strategy of ‘county management and school employment’ policy in Hubei Province from the perspective of quality and balance”, Grant number 2023GA041. This research is also funded by the "Reform of Modern Vocational Education System and New Industrialization of Hubei" of the Tuo jiu Program, Grant number BSQD2024072. Competing interests The authors declare no competing interests. Supplementary Information The online version contains supplementary material available https://www.oecd.org/en/data/datasets/SSES-Round-1-Database.html Reprints and permissions information is available at www.nature.com/reprints. References Organization for Economic Co-operation and Development , (2024). HUANG, Z. Social and Emotional Skills: Key Influence on Success and Well-being (in Chinese). Global Education 49, 102–112 (2020). Steponavičius, M., Gress-Wright, C. & Linzarini, A. Social and emotional skills. doi: 10.1787/ba34f086-en (2023). Zhu, A. Y. F. The mediational role of parenting in the relationship between family poverty and Social-Emotional competence in chinese adolescents. Child Indicators Research 12, 1759–1780 (2019). Poulou, M. 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Walking on the edge of educational forgetting is based on the thinking of the phenomenon of middle school students (in Chinese). Contemporary Education Sciences, 50–52 (2014). Si, X. & Yang, L. Problems and Countermeasures on the Exchange and Work Shift Policy lmplementation of Schoolmasters and Teachers in the Western Areas (in Chinese). Educational Research 36, 74–80 (2015). Xia, M. & Feng, W. On the Benefits Compensation Mechanism of Teachers Moving Periodically (in Chinese). Teacher Education Research 23, 39–43 + 22, doi: 10.13445/j.cnki.t.e.r.2011.01.006 (2011). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4671605","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":331510884,"identity":"25824d48-e0bb-4b01-9674-2b042f2e7764","order_by":0,"name":"Xuzhong Huang","email":"","orcid":"","institution":"Hubei University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Xuzhong","middleName":"","lastName":"Huang","suffix":""},{"id":331510885,"identity":"e90883cb-2b04-4499-a539-ed245e8ec2be","order_by":1,"name":"Heqing Yang","email":"","orcid":"","institution":"Hubei University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Heqing","middleName":"","lastName":"Yang","suffix":""},{"id":331510886,"identity":"01162102-7ea4-45dd-8434-a44e3bd48c57","order_by":2,"name":"Yipu Hao","email":"","orcid":"","institution":"Central China Normal University","correspondingAuthor":false,"prefix":"","firstName":"Yipu","middleName":"","lastName":"Hao","suffix":""},{"id":331510889,"identity":"283edb57-abc5-4937-973a-4ee1b3c2bbd1","order_by":3,"name":"Jing Cao","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5ElEQVRIie3RvwqCQBzA8TsOdJFafxK9w4EgDVKv4iE4VbPjiZBTzfYWQi9wIdQizQc12NLc6FanY4Ta1nBfuOW4D/cPIZ3uDxsTnNY+hfkYrHYC8z5ipwmHKvICO1NEDCG0PHO7KkOcy6EEScYp2xTEuW5Pkyfyprkg92eXwBnjviIj93YJQaDQyYXhQBchwLhodnHl0lWkYLmwjM5zGcBirgg+ZC159RPLOibIb64PLRH9BMx4g3z1yCDXwaykgbMveu6yKMwHrpuvzFZHGUXz6e6cdL/YR1QN8sN6nU6n033vDXqUUB5ymz4DAAAAAElFTkSuQmCC","orcid":"","institution":"Hubei University of Technology","correspondingAuthor":true,"prefix":"","firstName":"Jing","middleName":"","lastName":"Cao","suffix":""},{"id":331510892,"identity":"1f49cb23-24bd-45f8-a65d-98d866585e94","order_by":4,"name":"Ni An","email":"","orcid":"","institution":"Hubei University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Ni","middleName":"","lastName":"An","suffix":""}],"badges":[],"createdAt":"2024-07-02 05:31:27","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4671605/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4671605/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":61289438,"identity":"95d4c248-acfe-44c9-89e1-4429d32efb19","added_by":"auto","created_at":"2024-07-29 07:01:23","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":124057,"visible":true,"origin":"","legend":"\u003cp\u003ePermutation test.\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4671605/v1/37465ae3800677fb2933fe10.jpeg"},{"id":69254198,"identity":"e8236725-8fc8-4d1e-bdcb-69a69fba245c","added_by":"auto","created_at":"2024-11-18 12:09:29","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1161442,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4671605/v1/7b9c8aa7-1f53-4794-88bb-19ab32ea8861.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Can Teacher Mobility Promote the Development of Chinese Students' Social and Emotional Skills? —— An Empirical Study Based on the SESS 2019 Data","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSocial and emotional skills\u0026nbsp;are the ability that individuals possess in the process of achieving goals, cooperating with others and managing emotions\u003csup\u003e1\u003c/sup\u003e. It is expressed in the individual\u0026apos;s persistent and stable thinking, feelings and behavioral stereotypes. The importance of social and emotional skills has attracted increasing attention in education around the world since the release of the global test results of the Social and Emotional Skills Assessment by the OECD in 2021.\u0026nbsp;Studies have shown that social and emotional skills are essential conditions for students\u0026apos; success, an important predictor of career achievement, and closely related to individual physical and mental health and long-term happiness\u003csup\u003e2-4\u003c/sup\u003e. Under the long-term influence of the traditional college entrance examination system and the concept of exam-oriented education, Chinese education has over-emphasized the cultivation of students\u0026apos; cognitive abilities and relatively neglected the important value of social and emotional skills. In this context, the cultivation of students\u0026apos; social and emotional skills is not only a practical exploration that is urgently needed in today\u0026apos;s China in order to improve the quality of education\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eand promote the all-round development of human beings, but also an educational transformation advocated in response to the rapid changes in the global socio-political environment and the creation of a new social contract.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTeachers are the first determinant of the quality of education and have a direct impact on the development of students\u0026apos; social and emotional skills\u003csup\u003e5,6\u003c/sup\u003e. Under the social system of free flow of labor factors.as rational economic beings, teachers will make employment choice decisions after comprehensively considering multiple factors such as career development, family, school, and social environment.\u0026nbsp;Generally speaking, teachers with strong capital and outstanding ability are more likely to choose to flow from weak schools in backward areas to high-quality schools in developed areas\u003csup\u003e7-10\u003c/sup\u003e, resulting in more unbalanced allocation of teachers in regional, urban and rural schools, and inter-school schools, thus aggravating the disparity in the development status of students and educational inequality. In order to optimize the allocation of teacher resources so that every student can enjoy a fair and quality education as far as possible, countries around the world have explored two distinct development paths. The first path, represented by Europe and the United States, focuses on exploring effective measures to reduce teacher mobility from a market perspective, giving full play to the role of the market mechanism in the allocation of teacher resources, and allowing high-quality teachers to stay in underprivileged schools to teach\u003csup\u003e11\u003c/sup\u003e. The first path is represented by countries in Europe and the United States. The second path, represented by countries such as China, Japan and South Korea, focuses on government mobility policies that enforce regular teacher mobility and direct quality teachers to work in underprivileged schools as much as possible from a government deployment perspective\u003csup\u003e12-14\u003c/sup\u003e.\u0026nbsp;The main objective is to guide high-quality teachers to work in underprivileged schools as much as possible.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSo how does teacher mobility affect student development? Why has the Chinese government chosen a very different path from that of Europe and the United States? Is there really value in using policy instruments to promote regular teacher mobility? Teacher mobility refers to the flow of teachers from one school to work in another. Analysis from a systemic perspective reveals that teacher mobility involves two organizations and their members (leaders, colleagues, students, etc.) in both flowing and inflowing schools, and that mobile teachers leave familiar social network relationships in flowing schools and enter unfamiliar ones in inflowing schools, which does not have the same impact on the development of students in the two types of schools. In terms of existing research, European and American scholars focus on the influencing factors of teacher mobility and its impact on students in flowing schools, with a view to using empirical evidence to prove the negative impact of teacher mobility on the development of students in flowing schools, and thus calling for the stabilization of the teaching force. However, Chinese scholars, under the theoretical expectation that teacher mobility can promote the development of students in underprivileged schools, explore the dilemmas of teacher mobility policy implementation and its causes, with a view to optimizing teacher mobility policy to promote more teacher mobility to underprivileged schools, and to genuinely improve the development of students in underprivileged schools by optimizing teacher mobility policy, so that regular teacher mobility can be realized in practice.\u003c/p\u003e\n\u003cp\u003eIn China, since the reform and opening up of China in 1978, under the influence of multiple factors such as the urban-rural dichotomy, the development strategy of \u0026quot;the first to get rich will drive the poverty to get rich\u0026quot;, and the policy of focusing on school education, a large number of excellent teachers have been concentrated in county and city schools through independent mobility and government deployment, and the difference between the teacher strength of urban and rural schools has been widening. As a result, in 1995, the Chinese government issued the Opinions on Strengthening the Construction of Primary and Secondary School Teachers during the Ninth Five-Year Plan Period, which proposed for the first time that \u0026quot;regular exchanges of teachers should be actively carried out ...... and effective mechanisms for the mobility of teachers should be established, and effective measures should be taken to ensure that teachers can be transferred to other schools. An effective mechanism for teacher mobility should be established, and practical policy measures should be taken to encourage teachers to move from urban to rural areas and from privileged to underprivileged schools\u003csup\u003e15\u003c/sup\u003e.\u0026quot;\u003c/p\u003e\n\u003cp\u003eAfter nearly 30 years of exploration, China\u0026apos;s teacher mobility policy has gone through three phases: policy inception, rotational exchanges, and county-managed and school employment\u003csup\u003e16\u003c/sup\u003e.At the stage of county-managed and school employment, the Chinese government raises the unit of attribution of the teacher\u0026apos;s establishment from the school to the county education administration department. This transition will transform teachers from being \u0026quot;unit persons\u0026quot; within schools to becoming \u0026quot;system persons\u0026quot; within counties, effectively addressing personnel separation issues during rotational exchanges stage\u003csup\u003e17\u003c/sup\u003e,and truly promote the regular mobility of teachers. However, field investigations have found that negative perceptions of policies such as \u0026apos;a farce\u0026apos; and \u0026apos;Matthew effect\u0026apos; have emerged in an endless stream, principals\u0026apos; disapproval, teachers\u0026apos; inactivity, parents\u0026apos; distrust, and students\u0026apos; inadaptation have also led to the implementation of policies in some areas being hampered\u003csup\u003e18-21\u003c/sup\u003e. The reason for this is that stakeholders are still skeptical about the scientific and standardized nature of the county-managed and school employment policy. In particular, the uncertainty of the effects of teacher mobility has hindered the acceptance of the policy and its in-depth promotion.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn view of this, this study uses SESS 2019 Suzhou data and OLS regression, quantile regression, interaction terms to explore the impact of teacher mobility on the development of students\u0026apos;\u0026nbsp;social and emotional skills. The main contributions of this study are as follows: this study utilizes large-scale survey data and quantitative data analysis methods to examine the effects of teacher mobility on students\u0026apos; social and emotional skills and its heterogeneity, to provide empirical evidence in China for the study of the effects of teacher mobility, deepen the comprehensive understanding of the effects of teacher mobility on students\u0026apos; development, and make up for the gaps in the previous studies.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTeacher mobility and student development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeacher mobility is a classic topic in the field of teacher research, and related terms also include teacher attrition, turnover, and rotation. Although the above concepts differ from each other, they all have a core commonality that teachers need to leave from one school. In other words,\u0026nbsp;regardless of the type, the impact on student development is similar in that it involves the departure of one old teacher and the replacement of one new teacher. Simultaneously, considering the relatively small amount of literature on teacher mobility, this study expands the scope of the literature search to include relevant lexical literature for a unified sorting. It is found that the existing studies have not yet reached a consistent conclusion, which may be related to national conditions, teacher policies and the specific context of teacher mobility.\u0026nbsp;Generally\u0026nbsp;speaking, views on the impact of teacher mobility on student development can be broadly categorized into three types: negative, positive and neutral.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFrom the perspective of negative impact, teacher mobility has a direct negative effect on the development of students in teaching classes\u0026nbsp;in the flowing school, and has\u0026nbsp;an indirect negative effect on students in other classes. In terms of direct effect, theoretically, the same teacher teach the same class of students, teachers and students can familiarize and adapt to each other in both directions, thus forming a good teacher-student relationship quickly and efficiently\u003csup\u003e22,23\u003c/sup\u003e, teachers can also teach students in accordance with their aptitude according to the human capital status of specific students to improve the quality of teaching\u003csup\u003e24\u003c/sup\u003e. However, teacher mobility will inevitably lead to a failure of the above advantages, disrupting the coherent implementation of the school teaching program\u003csup\u003e25\u003c/sup\u003e. The fact that new teachers need time to understand the specific situation of students, familiarize themselves with the teaching program, reshape a good relationship between teachers and students. Therefore, teacher mobility will have a negative impact on student academic achievement. An analysis using the proportion of teachers on the verge of retirement as an instrumental variable found that there is a significant negative correlation between teacher mobility and student KS4 scores, with each 10 percent point increase in the proportion of retirements decreasing student KS4 scores by approximately 2.4 standard deviations\u003csup\u003e26\u003c/sup\u003e. A study based on Chilean data also found that repeat student-teacher matches contributed significantly to students\u0026apos; academic achievement, with effect sizes equal to 0.1-0.2 standard deviations of the value-added to students\u0026apos; achievement\u003csup\u003e27\u003c/sup\u003e. In terms of indirect effect, a teacher is not only a teacher in a class, but also a member of the school organization. Teacher mobility can also have a negative spillover impact on the development of students\u0026apos; academic achievement in other classes by undermining school teacher cooperation and trust, positive school climate\u003csup\u003e25,28\u003c/sup\u003e. The fixed panel effect estimation results of the fourth and fifth grade students in New York City indicate that the higher the teacher mobility rate, the worse the English and mathematics scores of the grade students, and there is a significant negative impact on the students in the school\u0026apos;s teacher retention class\u003csup\u003e29\u003c/sup\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFrom the perspective of positive impact, teacher mobility can promote the high-quality development of students in the inflowing schools by promoting professional development, improving the quality of human-job matching and exerting the \u0026quot;catfish effect\u0026quot;. Firstly, teacher mobility can enrich their teaching experience in facing different types of student groups, improve their teaching ability, promote work innovation, and increase the \u0026quot;energy\u0026quot; reserve of mobile teachers\u003csup\u003e14,30\u003c/sup\u003e. Secondly, moderate teacher mobility can improve the quality of human-job matching, so that mobile teachers can give full play to their own abilities in an appropriate environment. Labor economics research indicates that employees with higher matching quality tend to obtain higher income and productivity\u003csup\u003e31\u003c/sup\u003e, as well as in the field of education. The study found that the human-job matching effect explains about one-quarter of the teacher quality effect in the usual sense, and that this effect exists only in specific schools and does not migrate due to teacher mobility; teachers with poor human-job matching are more likely to participate in inter-school mobility and show higher productivity in their new schools\u003csup\u003e32\u003c/sup\u003e. Thirdly, organizational management research shows that employee communication can break the closed state of the system, new employees can inject new ideas and new vitality into the new organization\u003csup\u003e33\u003c/sup\u003e, exert the \u0026apos;catfish effect\u0026apos; to stimulate the work vitality of school teachers and alleviate job burnout.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFrom the perspective of neutral impact, the change of compositional quality of mobile teacher and replacement teacher is a key factor of the effect of teacher mobility. Theoretically, when the quality of mobile teacher is lower than that of replacement teacher, teacher mobility will have a positive impact on students\u0026apos; academic development; when the quality of mobile teacher is higher than that of replacement teacher, this effect becomes negative. When the quality of the two is basically the same, then the impact of teacher mobility will also be nearly zero. In other words, the relative quality of mobile and replacement teacher determines the determinants of the effect of teacher mobility\u003csup\u003e29\u003c/sup\u003e.Hanushek and Rivkin simulated the replacement of mobile teachers by new teachers, and found that the overall impact of teacher mobility on student development was not significant\u003csup\u003e34\u003c/sup\u003e. There is a certain difference between the simulated data and the actual educational practice. Adnot \u0026apos;s study of American Columbia public schools through the difference-in-difference method found that after adopting the IMPACT teacher performance evaluation and incentive system, the low-efficiency teachers turnover will have a significant positive impact, while the high-efficiency teachers turnover will have a negative impact, but not significant\u003csup\u003e35\u003c/sup\u003e. Barbieri evaluated the effect of Italian teacher mobility and found that the mobility rate of teachers in the flowing school has a significant negative impact on students\u0026apos; academic achievement, while the mobility rate of teachers in the inflowing school has a significant positive impact on students\u0026apos; academic achievement\u003csup\u003e36\u003c/sup\u003e. Another study also found that the effect of repeated matches between Chilean mathematics teachers and students on mathematics achievement was almost zero. Education management personnel should not blindly pursue, do not deliberately avoid\u003csup\u003e37\u003c/sup\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn summary, the existing literature has laid a solid theoretical foundation and empirical research support for the conduct of this study, but there are still the following deficiencies. Firstly, there is a lack of empirical research based on Chinese data. In China, government departments promote teacher mobility policies and to promote more excellent teachers to work in\u0026nbsp;underprivileged rural schools. There is a basic assumption behind this measure: teacher mobility can promote the improvement of the quality of education in underprivileged schools. Otherwise, there would be no need for government departments to invest a great deal of time, energy, and financial resources in promoting teacher mobility. However, as mentioned above, the relationship between teacher mobility and student development is complex,\u0026nbsp;which leads to the obstruction of the implementation of teacher mobility policy to a certain extent.\u0026nbsp;The actual effect of teacher mobility in China needs to be verified by empirical research. However, almost all the relevant research of Chinese scholars stops at the theoretical level, and there is no any Chinese empirical research based on large-scale survey data\u003csup\u003e30,38,39\u003c/sup\u003e. Secondly, there is a lack of attention to social and emotional skills. Social and emotional skills is an important dimension of modern students\u0026apos; core competitiveness. However, due to the limitations of previous data, the existing studies have only explored the effects of teacher mobility on students\u0026apos; academic achievement. There are no studies that analyze the role of teacher mobility on students\u0026apos; social and emotional skills, and the estimation of the effects of teacher mobility may be biased. Thirdly, there is a lack of attention to group heterogeneity. Previous studies have focused on exploring the average effect of teacher mobility on student development. Lack of analysis and discussion of group heterogeneity. \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives and hypotheses of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study had two objectives. The first objective was to examine the associations between teacher mobility and student\u0026apos;s social and emotional skills in the group of 10-year-old and 15-year-old students in Suzhou, China in the SESS survey. The second objective was to explore the potential differences in the impact of teacher mobility on the social and emotional skills of students of different gender, socioeconomic status and development level.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTherefore, this study proposed four hypotheses:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHypothesis 1: After controlling for other variables, teacher mobility has a significant impact on students\u0026apos; social and emotional skills.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHypothesis 2: The gender of students moderates the influence of teacher mobility on students\u0026apos; social and emotional skills.\u003c/p\u003e\n\u003cp\u003eHypothesis 3: The family socioeconomic status of students moderates the influence of teacher mobility on students\u0026apos; social emotional ability.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHypothesis 4: There are differences in the impact of teacher mobility on students\u0026apos; social and emotional skills at different locations.\u0026nbsp;\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data for this study were primarily sourced from the SSES survey conducted by the OECD in 2019. SSES focuses on students aged 10 and 15 as the main survey subjects, making it the first international survey project that centers on the development of student social and emotional skills. The survey comprehensively captured many elements including individual characteristics of students, family background, teachers and school environment. According to the needs of the research purpose, this study mainly selected Suzhou, China data from the SSES survey. For some missing data, this study used case deletion and mean interpolation to deal with them. After sorting, matching and cleaning, this study finally obtained 6955 valid samples. \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeasures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSocial and emotional skills\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe dependent variables in this study are social and emotional skills. Social and emotional skills in the SSES survey were measured using the \u0026quot;Big Five Personality Traits\u0026quot; scale, which included five first-level dimensions of task ability, emotion regulation, interpersonal skills, openness, collaborative capacity, as well as 15 second-level dimensions of sense of responsibility, stress resistance, empathy, inclusiveness, enjoyment of community, and self-control. Previous research has shown that the\u0026nbsp;alpha(\u0026alpha;) and omega(\u0026Omega;) coefficients of the social and emotional skills subscale in Chinese student data are both above 0.7, indicating good reliability\u003csup\u003e40\u003c/sup\u003e. Further analysis revealed a Kaiser-Meyer-Olkin (KMO) value of 0.959, Bartlett\u0026apos;s sphericity value of 72761.625(p\u0026lt;0.001), indicating the data sample was suitable for factor analysis. The number of factors with eigenvalues greater than 1 extracted by principal component analysis was only 1, which cumulatively explained 57.24% of the total variance, and the variable was named \u0026quot;social and emotional skills\u0026quot;. \u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTeacher mobility\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe independent variable in this study is teacher mobility, which refers to teachers who have moved from another school to work at the current school. In this study, we used a combination of three variables to identify the teacher\u0026apos;s teaching age, the years working at the current school, and the student age group, with the following specific identification strategy: (1) When the years working at the current school are less than the teacher\u0026apos;s teaching age, and the gap between the two is less than or equal to the school system (6 years for the age group of 10, and 3 years for the age group of 15, hereinafter the same), it is assigned a value of 1, which stands for the mobile teacher. (2) When the years working at the current school are less than the teacher\u0026apos;s teaching age, but the gap between the two is greater than the school system, assigned a value of 0, representing the retained teacher. (3) when the years working at the current school are equal to the teacher\u0026apos;s teaching age, assigned a value of 0, representing the retained teacher.\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eControl variables\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAccording to the existing research\u003csup\u003e41-43\u003c/sup\u003e, the control variables in this study mainly include individual student characteristics variables, family characteristics variables, and school characteristics variables. Individual characteristics of students include: gender (0 for male, 1 for female), age (0 for the 10-year age group, 1 for the 15-year age group), physical health (assigned values for general, poor as 0, and excellent, very good, good as 1). and family characteristics variables include: family characteristics include: only child (0 for the non-only child, 1 for the only child), living with parents (0 for other living arrangements, 1 for living with parents), and family socioeconomic status (SES, based on the principal component analysis method of combining the three variables of the parents\u0026apos; highest occupational level, educational level, and family property). and school characteristics variables include: Peer relationships (obtained by principal component analysis of the answers to the four questions of \u0026quot;My friends understand me\u0026quot;, \u0026quot;My friends accept me\u0026quot;, \u0026quot;I talk easily with my friends\u0026quot;, \u0026quot;My friends respect my feelings\u0026quot;), teacher-student relationship (obtained by principal component analysis of the answers to the three questions of \u0026quot;most teachers treat me fairly\u0026quot;, \u0026quot;I get along well with most teachers\u0026quot;, \u0026quot;most teachers care about my happiness\u0026quot;). In addition, to control for the effects of other omitted variables for schools, this study further controlled for school fixed effect. The descriptive statistics of this study are shown in Table 1.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1.\u0026nbsp;\u003c/strong\u003eDescriptive table of variables.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"119%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.272727272727273%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eVariable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.19191919191919%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFull-Sample\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.171717171717173%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMobile teacher\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.19191919191919%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eRetained teacher\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.171717171717173%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMean difference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.754716981132077%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.20754716981132%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.9811320754717%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.09433962264151%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.9811320754717%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.9811320754717%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eSocial and emotional skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e2.932\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.636\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e3.115\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-0.140\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e2.869\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-0.777***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eMobile teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.184\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.388\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.495\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.467\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.534\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e0.214***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.471\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.440\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.497\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.478\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e0.038**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eHealth\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.905\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.294\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.907\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.290\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.904\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.294\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eOnly child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.263\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.441\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.273\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.446\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.439\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eLiving with parents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.946\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.225\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.939\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.239\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.948\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.222\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eFamily socioeconomic status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e0.285\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e0.843\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.363\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e0.864\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.268\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.837\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-0.096***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003ePeer relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e-0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e1.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.092\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e1.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.990\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e-0.115***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.835051546391753%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher-student relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.34020618556701%\" valign=\"top\"\u003e\n \u003cp\u003e-0.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.216494845360825%\" valign=\"top\"\u003e\n \u003cp\u003e1.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e-0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.24742268041237%\" valign=\"top\"\u003e\n \u003cp\u003e1.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.278350515463918%\" valign=\"top\"\u003e\n \u003cp\u003e0.997\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.52577319587629%\" valign=\"top\"\u003e\n \u003cp\u003e0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003eSample size\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.19191919191919%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.171717171717173%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e1283\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.19191919191919%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e5672\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.171717171717173%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cspan style=\"text-align: inherit;\"\u003e\u0026nbsp;\u003c/span\u003e\u003csup style=\"text-align: inherit;\"\u003e*\u003c/sup\u003e\u003cem style=\"text-align: inherit;\"\u003ep\u003c/em\u003e\u003cspan style=\"text-align: inherit;\"\u003e\u0026lt;0.05;\u0026nbsp;\u003c/span\u003e\u003csup style=\"text-align: inherit;\"\u003e**\u003c/sup\u003e\u003cem style=\"text-align: inherit;\"\u003ep\u003c/em\u003e\u003cspan style=\"text-align: inherit;\"\u003e\u0026nbsp;\u0026lt; 0.01;\u0026nbsp;\u003c/span\u003e\u003csup style=\"text-align: inherit;\"\u003e***\u003c/sup\u003e\u003cem style=\"text-align: inherit;\"\u003ep\u003c/em\u003e\u003cspan style=\"text-align: inherit;\"\u003e\u0026nbsp;\u0026lt; 0.001.\u0026nbsp;\u003c/span\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFirstly, this study used OLS regression model to analyze the impact of teacher mobility on students\u0026apos; social and emotional skills after controlling for individual student, family, school, and other characteristic variables. Secondly, we used the interaction term to analyze the heterogeneity effect of gender and family socioeconomic status, generate interaction terms between teacher mobility and gender, and interaction terms between teacher mobility and family socioeconomic status. Finally, we used conditional quantile regression to investigate the heterogeneity of the impact of teacher mobility on social and emotional skills at different quartiles.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval and informed consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe present research involves human participants. Prior to the SESS survey, all participants were informed about the survey and their consent was obtained.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eThe influence of teacher mobility on students\u0026apos; social and emotional skills\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employed stata16.0 software for analysis. The regression results are shown in Table 2, where Model 1 is a null model with only teacher mobility variable. Models 2-3 respectively incorporate individual student, family, and school-level control variables. Model 4 further controls for school fixed effect to eliminate the influence of unobserved factors at the school level. In terms of explanatory power, the explanatory power gradually increases from explaining 1.1% of the total variation in Model 1 to 43.3% in Model 4, which is well constructed with a substantial explanatory power.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe data results indicate that teacher mobility has a significant positive impact on students\u0026apos; social and emotional skills after controlling for irrelevant variables such as individual, family, and school level. Specifically, compared to retained teachers, on average, the average score of the social and emotional skills of the mobile teachers\u0026apos; students will be significantly higher by 0.132 points. This result indicates that mobile teachers who had other school work experience can promote the development of students\u0026apos; social and emotional skills. This may be due to the fact that mobile teachers have experience of working in different schools, possessing clear goals of their own, as well as rich experience of working with others and managing emotions, which makes them influence the development of students\u0026apos; social and emotional skills in a subtle way. In addition, students in the 10-year-old group, male students, in good health, non-only child, high family socioeconomic status, good peer relationship, and good teacher-student relationship tend to perform significantly better in terms of social and emotional skills.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 2.\u0026nbsp;\u003c/strong\u003eOLS regression analysis results table. Robust standard errors in parentheses, same below.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"102%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMedel 1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMedel 2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMedel 3\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMedel 4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e0.777\u003csup\u003e***\u003c/sup\u003e(0.090)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.253\u003csup\u003e***\u003c/sup\u003e(0.081)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.189\u003csup\u003e***\u003c/sup\u003e(0.071)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e0.132\u003csup\u003e*\u003c/sup\u003e(0.075)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-2.132\u003csup\u003e***\u003c/sup\u003e(0.064)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-2.030\u003csup\u003e***\u003c/sup\u003e(0.057)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e-1.836\u003csup\u003e***\u003c/sup\u003e(0.087)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.094(0.062)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.243\u003csup\u003e***\u003c/sup\u003e(0.055)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e-0.230\u003csup\u003e***\u003c/sup\u003e(0.054)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eHealth\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e1.668\u003csup\u003e***\u003c/sup\u003e(0.106)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e1.023\u003csup\u003e***\u0026nbsp;\u003c/sup\u003e(0.094)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e1.015\u003csup\u003e***\u003c/sup\u003e(0.093)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eOnly child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.072(0.071)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.091(0.062)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e-0.104\u003csup\u003e*\u003c/sup\u003e(0.063)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eLiving with parents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.169(0.138)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.169(0.121)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e0.181(0.120)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eSES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.642\u003csup\u003e***\u003c/sup\u003e(0.037)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.332\u003csup\u003e***\u003c/sup\u003e(0.033)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e0.319\u003csup\u003e***\u003c/sup\u003e(0.037)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eTong ban\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e1.077\u003csup\u003e***\u003c/sup\u003e(0.029)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e1.047\u003csup\u003e***\u003c/sup\u003e(0.029)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eShish\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.529\u003csup\u003e***\u003c/sup\u003e(0.029)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e0.511\u003csup\u003e***\u003c/sup\u003e(0.029)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003eSchool fixed effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.46938775510204%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.346938775510203%\" valign=\"top\"\u003e\n \u003cp\u003e0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.408\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.408163265306122%\" valign=\"top\"\u003e\n \u003cp\u003e0.433\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eHeterogeneity analysis of the influence of teacher mobility on students\u0026apos; social and emotional skills\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eModerating effect of family socioeconomic status and gender\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eIn order to investigate whether there is heterogeneity between teacher mobility and students\u0026apos; social and emotional skills based on different family socioeconomic statuses (SES) and student genders, this section analyzes the interaction terms of family socioeconomic status and gender with teacher mobility.\u0026nbsp;Table 3 shows that there is no gender difference in the effect of teacher mobility on students\u0026apos; social and emotional skills.\u0026nbsp;However, family socioeconomic status significantly positively moderates the effect of teacher mobility on students\u0026apos; social and emotional skills. Specifically, the positive effect of teacher mobility on students\u0026apos; social and emotional skills increases by 0.211 points for every one-unit increase in family socioeconomic status. There exists the Matthew Effect that the higher the family socioeconomic status, the stronger the positive effect of teacher mobility on students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 3.\u0026nbsp;\u003c/strong\u003eModerating effect regression results. Regression results for unrelated variables are not reported here to save space, same below.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"105%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 6\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e0.132\u003csup\u003e*\u003c/sup\u003e(0.075)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.066(0.080)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.099(0.098)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eSES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e0.319\u003csup\u003e***\u003c/sup\u003e(0.037)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.281\u003csup\u003e***\u003c/sup\u003e(0.040)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.319\u003csup\u003e***\u003c/sup\u003e(0.037)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e-0.230\u003csup\u003e***\u003c/sup\u003e(0.054)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.234\u003csup\u003e***\u003c/sup\u003e(0.054)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e-0.244\u003csup\u003e***\u003c/sup\u003e(0.060)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility *SES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.211\u003csup\u003e**\u003c/sup\u003e(0.083)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility *female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.075(0.140)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eControl variables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003eSchool fixed effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"42.857142857142854%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.367346938775512%\" valign=\"top\"\u003e\n \u003cp\u003e0.433\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.433\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.387755102040817%\" valign=\"top\"\u003e\n \u003cp\u003e0.433\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eQuantile regression of social and emotional skills\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable 4 presents the regression results of the 10th, 25th, 50th, 75th, and 90th percentiles of social emotional skills, while controlling for other variables, reflecting the effect of teacher mobility from\u0026nbsp;low to high social and emotional skills. The results indicate that teacher mobility has a significant positive effect on social and emotional skills of students in quartiles 10th, 25th and 90th, and a non-significant effect on social and emotional skills of students in quartiles 50th and 75th.\u0026nbsp;The impact coefficients of teacher mobility at the 10th and 25th quantiles are 0.147 and 0.139, respectively, which are basically consistent with the OLS regression results. At the 90th quantile, the impact coefficient of teacher mobility on students\u0026apos; social and emotional skills becomes 0.270, and the impact coefficient is approximately twice that of the benchmark regression coefficient, with a greater marginal effect. In other words, teacher mobility has a positive effect on both students with low level social and emotional skills development and those with high level, and the marginal impact effect is greater on students with high level social and emotional skills than for those with low level social and emotional skills.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 4.\u0026nbsp;\u003c/strong\u003eQuantile regression results.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"112%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 11\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"21.05263157894737%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.736842105263158%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.736842105263158%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ50\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.736842105263158%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ75\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.736842105263158%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ90\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e0.147*(0.088)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.139*(0.081)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.125(0.081)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.122(0.113)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.270*(0.147)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" valign=\"top\"\u003e\n \u003cp\u003eControl variables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" valign=\"top\"\u003e\n \u003cp\u003eSchool fixed effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026radic;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e6955\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"23.232323232323232%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003ePR\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.161616161616163%\" valign=\"top\"\u003e\n \u003cp\u003e0.1925\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.2167\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.2524\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.3085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.151515151515152%\" valign=\"top\"\u003e\n \u003cp\u003e0.3311\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eRobustness test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn order to enhance the robustness of the research conclusions, this study employed methods such as redefining the explained variables, Lasso regression, and Permutation test for analysis. Initially, this study recalculated the 15 sub-dimensions of social emotional competence by aggregating and averaging, replacing the original measurement method in the OLS regression model, as shown in Model 12. As indicated in Table 5, even after redefining the dependent variables, the regression results still supported the positive impact of teacher mobility on the development of students\u0026apos; social and emotional skills. Furthermore, this study further adopted the Lasso regression model to conduct a robustness test and a twenty-fold cross validation by splitting the sample, which confirmed the results of the benchmark regression with improved impact coefficients and significance levels. Lastly, considering that there may be endogeneity problems caused by omitted variables in the model, this study further analyzed the impact of omitted variables through the Permutation test. Specifically, by randomly assigning values to teacher mobility and repeating this process 500 times, 500 virtual regression coefficients were obtained. As depicted in Figure\u0026nbsp;1, estimated coefficients of virtual teacher mobility were notably concentrated around 0, indicating that the research conclusions were not randomly accidental but rather possess strong robustness and were minimally influenced by unobservable omitted variables.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 5.\u0026nbsp;\u003c/strong\u003eRobustness test. Only the estimated coefficients for the core independent variables are shown here.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"554\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"21.62162162162162%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.027027027027028%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 13\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.027027027027028%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 14\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.324324324324323%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel 15\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"21.62162162162162%\" valign=\"top\"\u003e\n \u003cp\u003eTeacher mobility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.027027027027028%\" valign=\"top\"\u003e\n \u003cp\u003e0.132\u003csup\u003e*\u003c/sup\u003e(0.075)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.027027027027028%\" valign=\"top\"\u003e\n \u003cp\u003e3.397\u003csup\u003e*\u003c/sup\u003e(1.968)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.324324324324323%\" valign=\"top\"\u003e\n \u003cp\u003e0.424\u003csup\u003e***\u003c/sup\u003e(0.079)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion","content":"\u003cp\u003eTeacher mobility is a common phenomenon in the field of education around the world. However, its impact on students' development is as mysterious as Schr\u0026ouml;dinger's cat. In this regard, this study estimated the average effect of teacher mobility on students' social and emotional skills using data from the OECD SSES Survey of Suzhou, China, and analyzed the group heterogeneity of this effect using quantile regression and interaction terms. It was found that teacher mobility could significantly promote the development of students' social and emotional skills, and student gender could not moderate the above effect, but family socioeconomic status could further strengthen the positive impact of teacher mobility on social and emotional skills. The results of quantile regression demonstrate that teacher mobility promotes the positive development of students with low and high levels of social and emotional skills, and the marginal benefits are greater for high levels of social and emotional skills. The robustness test results indicate that the conclusions of this study are relatively robust.\u003c/p\u003e \u003cp\u003eAs predicted in Hypothesis 1 of this paper, our findings suggest that teacher mobility is significantly and positively related to students' social and emotional skills in the group of 10- and 15-year-old students in China. Specifically, compared with the remained teachers in the current school, the social and emotional skills of mobile teachers will be significantly higher by 0.132 points. After data standardization, the standardized coefficient of teacher mobility is 0.017, which is approximately one-tenth of the standardized coefficient of good teacher-student relationship. This finding is different from previous studies\u003csup\u003e26,29\u003c/sup\u003e, our study suggests a positive association between teacher mobility and the development of social and emotional skills among Chinese students. This may be due to the fact that mobile teachers have higher social and emotional skills, they had experience of working in different schools, possessing clear goals of their own, as well as rich experience of working with others and managing emotions, which makes them influence the development of students' social and emotional skills in a subtle way \u003csup\u003e44\u003c/sup\u003e.On the other hand, Chinese basic teachers generally have a high level of job burnout\u003csup\u003e45\u003c/sup\u003e, Teacher mobility can stimulate the mobile teachers to work vigorously, reduce the sense of job burnout, and promote the improvement of their own professional competence to promote the development of students' social and emotional skills. This study bridges the gap in existing research on the impact of teacher mobility on student development in the Chinese educational context, demonstrates the important role of teacher mobility on the development of students' social and emotional skills, and provides evidence in support of the Chinese government's policy to further promote teacher mobility.\u003c/p\u003e \u003cp\u003eInconsistent with our hypothesis 2, the study findings showed gender does not have a significant moderating effect. the result of the coefficient of the interaction term between students' gender and teacher mobility is 0.075, but the result of this coefficient did not pass the test of significance, which suggests that gender does not truly moderates the impact of teacher mobility. This is different from previous research findings. Indeed, many studies showed that less school anxious\u003csup\u003e46\u003c/sup\u003e, higher self-discipline\u003csup\u003e47\u003c/sup\u003e, more effective self-regulation\u003csup\u003e48\u003c/sup\u003e which gave an advantage to girls in traditional school setting and behavior more successful than boys\u003csup\u003e49,50\u003c/sup\u003e. As a result, this study originally expected that female students' social and emotional skills would be more likely to benefit from teacher mobility, but the results of the study suggest that the impact of teacher mobility on male and female students is equal.\u003c/p\u003e \u003cp\u003econsistent with our hypothesis 3, the study findings showed that family socioeconomic status positively moderates the positive impact of teacher mobility. the result of the coefficient of the interaction term between family socioeconomic status and teacher mobility is 0.211, which passed the significance level test of 5%, indicating that the higher the family socioeconomic status of students, the stronger the positive effect of teacher mobility. Conversely, the lower the positive effect of teacher mobility on students with lower family socioeconomic status, the smaller the positive effect. Under the Chinese education system, teachers generally have higher performance pressure. As new teachers in new schools, mobile teachers have greater performance pressure, so they are more inclined to invest their time and energy in student groups with higher family socioeconomic status, to quickly achieve results and gain recognition and respect from students, parents, colleagues, and leaders\u003csup\u003e51\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003econsistent with our hypothesis 4, the study findings showed the impact of teacher mobility on students' social and emotional skills development exhibited heterogeneity. Quantile regression results showed that teacher mobility had a significant positive impact on social and emotional skills only in the low (10%, 25%) and high (90%) quartiles, while it had no significant impact on the development of social and emotional skills in the middle quartile (50%, 75%) quartiles. This could be attributed to the phenomenon of \"neglect of middle-ranking students\" in the Chinese basic education sector\u003csup\u003e52\u003c/sup\u003e. Due to class size and individual energy constraints, Chinese teachers have no way of focusing on every student in the class, but can only concentrate their time and energy to the high and low performing students in the class, in order to cultivate higher-quality students and fulfill their responsibility for educational equity, while average performing students in the intermediate zone are often in the awkward position of being neglected.\u003c/p\u003e \u003cp\u003eIn sum, the present study not only supplies the much-needed empirical data from China education contexts but also expands previous research on the impact of teacher mobility on student achievement in educational contexts across countries\u003csup\u003e26,29,32,35\u003c/sup\u003e.Importantly, our findings suggest that considering the relationship between teacher mobility and students' social and emotional skills, students' family socioeconomic status is an important factor to be considered.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and future research directions\u003c/h2\u003e \u003cp\u003eThis study empirically analyzes the net effect of teacher mobility behaviors on students' social and emotional skills development based on the data of the SESS Survey of Suzhou, China, which to some certain extent makes up for the gaps of the existing studies, enriching the studies related to the evaluation of the effects of teacher mobility, and providing a scientific basis for the promotion of teacher mobility.\u003c/p\u003e \u003cp\u003eHowever, this study also has some limitations that need to be further researched and addressed in the future. Firstly, this paper explores the effect of teacher mobility behaviors on the development of students' social and emotional skills, and it can continue to dig deeper into the mechanism of influence in the future. Secondly, Suzhou is a developed city in a developed region of China, limiting the general applicability of the findings to schools in other provinces in China. Additionally, it remains to be seen if our findings are unique to the Suzhou context or are applicable to China. Further research involving samples from diverse province is warranted to scrutinize the replicability of our findings. Thirdly, our data is cross-sectional, no causal relationship can be inferred from the correlations observed in the cross-sectional study, although robustness tests are conducted in a variety of ways. In addition, one of the main purposes of the Chinese government's policy of promoting teacher mobility is to contribute to the improvement of the quality of education in rural schools, but the SSES database does not publish information on the urban and rural variables of the surveyed schools, so that this study is unable to further analyze the urban and rural differences in the development of students' social and emotional skills as a result of teacher mobility. In the follow-up, we can further pay attention to and explore the uniqueness of the impact of teacher mobility on rural students. Further attention and exploration of the uniqueness of the impact of teacher mobility on rural students could be pursued. We suggest that instrumental variable methods, difference-difference methods, or longitudinal panel data designs may be used in the future to assess the causal effect of teacher mobility on the development of students' socio-emotional competence. Future studies should further explore the mechanism and causal effect of teacher mobility on the development of students' social and emotional skills.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion and enlightenment","content":"\u003cp\u003eThis study expands our understanding of the role of teacher mobility in affecting students' social and emotional skills by analyzing matched student-teacher-parent-school leader data from the SESS survey in Suzhou, China. Firstly, we obtained conclusive evidence that teachers who have experienced mobility in a short period of time teach students with better social and emotional skills compared to retained teachers. However, at present, the enthusiasm of Chinese teachers to participate in the teacher mobility policy is not strong, and high-quality teachers in county towns are not willing to move to rural weak schools\u003csup\u003e53\u003c/sup\u003e. Therefore, government departments should provide financial support to reduce the cost of teacher mobility and motivate teachers to move to rural schools and work in weak schools. Measuring costs and benefits is the main basis for rational individuals to make decisions. Studies have shown that teachers' participation in mobility generates additional costs such as transportation, accommodation, communication, and support\u003csup\u003e54\u003c/sup\u003e, which to some certain extent hinders Chinese teachers' willingness to participate in mobility. In this regard, government departments should formulate differentiated cost compensation mechanisms based on different types of flows to ensure that limited funds are used on the blade.\u003c/p\u003e \u003cp\u003eSecondly, family socioeconomic status (SES) is an important factor influencing the role of teacher mobility on the development of students' social and emotional skills. Specifically, the higher family socioeconomic status, the stronger the positive contribution of teacher mobility on students' social and emotional skills. Teacher mobility has a significant impact on students at the low and high quartile levels of social and emotional skills development, and a non-significant impact on students at the intermediate level of social and emotional skills development. This suggests that some disadvantaged groups of students are not enjoying the benefits of teacher mobility, which may result in new educational inequality. In this regard, we should deepen the cultivation of the sense of educational equity among mobile teachers, guiding mobile teachers to pay more attention to students from low socioeconomic backgrounds and at the middle and lower levels of social and emotional skills development, and encouraging children from different backgrounds, at different levels, and at different levels of development to engage in collaborative learning with each other, and to give full play to the dual role of teachers and peers to facilitate the development of disadvantaged children.\u003c/p\u003e \u003cp\u003eFinally, this study emphasizes the importance of appropriate teacher mobility between schools within counties for the development of social and emotional skills in adolescence in the Chinese educational context, provides strong support for the Chinese government's policy of promoting teacher mobility, and offers insights for other countries to promote balanced allocation of teacher resources in basic education to ensure that every school-age child receives a fair and quality education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are openly available from the OECD SSES Survey at https://www.oecd.org/en/data/datasets/SSES-Round-1-Database.html\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors conceived and planned the study as well as reviewed the manuscript. X.H. and H.Y. wrote the main manuscript text. Y.H. conducted data analysis and wrote the results, including preparing the Fig. 1 and Tables 1, 2, 3, 4 and 5. N.A. collected the data and preprocessed the data for the manuscript. J.C. contributed to the conceptualization the research and managed the project. All authors provided critical feedback and commented on the manuscript. All authors approved the final version of the manuscript for submission.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was funded by the Humanities and Social Science Project of Ministry of Education (China), \u0026ldquo;Research on tracking evaluation and optimization strategy of \u0026lsquo;county management and school employment\u0026rsquo; policy from the perspective of quality and balance\u0026rdquo;, Grant number 23YJC880045; This research was also funded by the Hubei Province education science planning key topic, \u0026ldquo;Research on tracking evaluation and optimization strategy of \u0026lsquo;county management and school employment\u0026rsquo; policy in Hubei Province from the perspective of quality and balance\u0026rdquo;, Grant number 2023GA041. This research is also funded by the \u0026quot;Reform of Modern Vocational Education System and New Industrialization of Hubei\u0026quot; of the Tuo jiu Program, Grant number BSQD2024072.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSupplementary Information\u003c/strong\u003e The online version contains supplementary material available https://www.oecd.org/en/data/datasets/SSES-Round-1-Database.html\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReprints and permissions information\u003c/strong\u003e is available at www.nature.com/reprints.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e\u003cem\u003eOrganization for Economic Co-operation and Development\u003c/em\u003e, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e\u0026lt;https://www.oecd.org/education/ceri/social-emotional-skills-study/\u0026gt;\u003c/span\u003e\u003cspan address=\"http://%3Chttps://www.oecd.org/education/ceri/social-emotional-skills-study/%3E\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHUANG, Z. 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Teacher Education Research 23, 39\u0026ndash;43\u0026thinsp;+\u0026thinsp;22, doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.13445/j.cnki.t.e.r.2011.01.006\u003c/span\u003e\u003cspan address=\"10.13445/j.cnki.t.e.r.2011.01.006\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2011).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-4671605/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4671605/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eThe Chinese government regards teacher mobility as a policy tool to allocate teacher resources in counties and has carried out the teacher mobility policy for nearly 30 years, but the relationship between teacher mobility and student development in China is unclear, hindering the in-depth implementation of related policies. Based on the SESS 2019 survey China Suzhou data, this study analyzed the effects of teacher mobility on students' social and emotional skills development using OLS regression methods, interaction terms, and conditional quantile regression with 10-year-old and 15-year-old students as the research subjects. The study found that teacher mobility had a significant positive effect on students' social and emotional skills. These effects did not differ significantly between male and female student groups, but the effects differed significantly between students from different family socioeconomic statuses, with students from higher family socioeconomic statuses benefiting more.\u003c/strong\u003e \u003cstrong\u003eThe quantile regression results found that teacher mobility had a significant effect on students in the low and high quartiles of social and emotional development (Q10%, Q25%, and Q90%), and a non-significant effect on students in the middle quartile (Q50% and Q75%). Therefore, in China, governmental departments should take effective measures to continuously and deeply promote the teacher mobility policy in order to promote the development of students' social and emotional skills, but they also need to be wary of generating new problems of educational inequality.\u003c/strong\u003e\u003c/p\u003e","manuscriptTitle":"Can Teacher Mobility Promote the Development of Chinese Students' Social and Emotional Skills? —— An Empirical Study Based on the SESS 2019 Data","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-29 07:01:18","doi":"10.21203/rs.3.rs-4671605/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"93004a5c-6956-4ea4-91a0-bea82849a807","owner":[],"postedDate":"July 29th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":35254614,"name":"Biological sciences/Psychology/Human behaviour"},{"id":35254615,"name":"Earth and environmental sciences/Environmental social sciences/Psychology and behaviour"}],"tags":[],"updatedAt":"2024-11-18T12:09:12+00:00","versionOfRecord":[],"versionCreatedAt":"2024-07-29 07:01:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4671605","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4671605","identity":"rs-4671605","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}