Does the double reduction policy in China threaten the motivation of teachers? An investigation on the changing motivation of professional teachers during the implementation of double reduction policy in China

Thesis

This dissertation examines the impact of China's Double Reduction Policy (DRP) on the motivation of professional teachers. Implemented in 2021, the DRP aims to alleviate the academic burden of students by reducing homework and curbing private extracurricular tutoring. This study focuses on understanding how the policy affects teachers' motivation by employing a qualitative research design that includes small-scale studies, in which the use of semi-structured interviews with teachers from Suzhou as the main method of data collection. It is worth noting that this research might not represent the context in entire China since the research was conducted in Suzhou, a city often considered a leader in educational reform.

The theoretical framework for this study draws on Expectancy-valence Theory and Self-Determination Theory to analyze teachers' motivation. Expectancy-valence Theory explores how teachers' beliefs about the achievability and value of the DRP's goals influence their motivation, while Self-Determination Theory examines intrinsic, extrinsic, and altruistic motivational factors.

The findings reveal a complex picture of teachers' responses to the DRP. Teachers generally acknowledge the policy's noble objectives of reducing student stress and promoting holistic development. However, there is a notable difference in perceptions between urban and rural teachers. Urban teachers, who are often confronted with significant mental health issues among students, view the policy as necessary and beneficial. In contrast, rural teachers see the policy as misaligned with their primary challenges, such as inadequate resources and socio-economic hardships.

A significant challenge identified is the existing accountability policy, which ties teachers' professional evaluations to student performance. This creates a paradox where teachers feel pressured to produce good grades, conflicting with the DRP's objective to reduce academic workloads. Additionally, the lack of clear guidelines on homework reduction and the disparity in resources between affluent and underprivileged schools further complicate the policy's implementation.

Despite these challenges, many teachers demonstrate a high level of intrinsic and altruistic motivation. They express a deep commitment to their students' development and often go above and beyond their official duties without additional compensation. This dedication is rooted in the belief that their role extends beyond imparting knowledge to shaping students' lives and futures.

The study also highlights the need for more comprehensive stakeholder engagement in policy implementation. It is suggested that teachers should be more involved in the policy-making process to provide valuable insights and foster a sense of ownership and commitment. Additionally, ongoing professional development and support for teachers are essential to help them adapt to new pedagogical demands.

Authors: Jiayuan, C

• DOI: 10.5287/ora-eq12myoan
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: China; implementation; semi-structured interview; reform; CIE2024; CIE; teachers; policy
• Subjects: Education; Reform; Teachers; Interviews