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Abstract
This study aimed to explore the factors impacting the stability of teacher teams in ethnic minority areas in China. The researchers investigated 4473 teachers in Ganan Tibetan Autonomous Prefecture using a descriptive survey research design with Maslow's hierarchy of needs theory as the theoretical framework. Key results found the most influential factor impacting teachers' intentions of mobilization was teachers' perceived satisfaction regarding affection/belongingness needs, followed by self-actualization, self-esteem, and physiological needs. The results indicated years of experience in education moderated the relationship between the teacher's perceived degree of satisfaction regarding self-actualization needs and their intentions of mobilization.