Abstract—Since the implementation of the "Special Post Program" in 2006, its educational impact has been significant, establishing a distinct cohort of "Special Post Teachers" who have infused sustained vitality into China's compulsory education institutions and addressed intellectual resource deficiencies in program regions. The program's long-term efficacy, however, depends critically on teacher retention; current policy permits special post teachers to freely choose employment after their three-year service period, resulting in substantial workforce mobility that undermines program stability and impedes its full educational impact. This article synthesizes the factors influencing post-service career decisions across social, professional, and individual dimensions; subsequently, it proposes targeted recommendations engaging the four principal stakeholders—national policymakers, local governments, schools, and teachers—with the aim of enhancing program implementation, maximizing its unique educational advantages, and cultivating sustainable capacity for China's enduring educational advancement. 
 

Keywords—special post teacher, special post program, service period, career choice 

Cite: Jiaen Ma, "Research on the Career Choice of Special Post Teachers after the Expiration of Service Period," International Journal of Learning and Teaching, Vol. 11, No. 5, pp. 300-304, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).