The cover of the book, Levelling Mountain-high Gaps: Lessons from China's Leading Rural Educators. [Photo provided to China Daily]

"We hope this book will bring educational experiences and reflections to more principals and encourage more principals to share their own wisdom in the field of education," says Li Huiwu, deputy managing editor of China Economic Publishing House.

"Good principals lead to good schools. And good schools nurture good talent."

Trials and triumphs

The essays discuss such challenges as academically and psychologically helping "left-behind" children of migrants, recruiting and retaining qualified staff, and updating outdated pedagogy. And they examine such solutions as engaging migrant parents and caretaking relatives remotely, offering emotional and material incentives for instructors, and innovation.

"Each story reflects rural principals' dedication, exploration, innovation and hard work," says Feng Haiyan, headmaster of Randeng Temple Primary School in Baoji city's Maying town in Shaanxi province.

"We are a group of ordinary people with grand dreams. And we work hard to achieve these goals step by step. Our stories are worth hearing."

Her chapter examines ways to not only overcome the disadvantages, but also capitalize on the overlooked advantages, of schools in the countryside.

"Although rural schools have less access to resources compared to urban schools, and especially quality teachers, they do have unique advantages, such as natural environments," she explains.

"So, teaching children to be curious about nature is our innovation. In rural areas, we have unique access to such resources as flowers, plants, mountains, water, local food and customs.

"Ultimately, the processes of living and learning are interlinked. Our 'rural-experience centric' courses are also a unique way for teachers to feel their work is valuable, innovative and meaningful."

Emotional and material incentives for educators are a theme that many of the headmasters address, since qualified candidates may prefer to take cushier jobs in more comfortable locations.

"Rural schools' 'hardware' is rapidly catching up with urban schools. But they still lag behind in 'software', especially teaching resources," says Kuang Xiaolan, principal of Shangmo Township Central Primary School in Ji'an city's Taihe county in Jiangxi province.

"Because rural schools are remote, the lifestyle in these areas is less exciting. So, it's hard to persuade excellent young teachers to stay. The only way is to provide continuous training and a sense of fulfillment."