Keywords
Reducing burden
Rational selection institutional doctrine
Institutional analysis and development framework
Submitted : 2023-11-25
Accepted : 2023-12-10
Published : 2023-12-25
Abstract
The “burden reduction” policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens. While it has improved the quality of teachers, implementation challenges still exist. This study utilizes rational choice institutionalism and Ostrom’s institutional analysis and development framework to examine the policy. By considering the preferences of the Ministry of Education, local governments, schools, and teachers, it explores interactions and outcomes, identifies challenges, and provides policy suggestions.
References
Ministry of Education of the People’s Republic of China, 2019, The General Office of the CPC Central Committee and The General Office of the State Council Issued the Several Opinions on Reducing the Burden of Primary and Secondary School Teachers and Further Creating a Good Environment for Education and Teaching, viewed December 30, 2020. http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201912/t20191215_412081.html
Jiang F, Yu Z, 2023, Research on the Implementation Effect of Teachers’ Burden Reduction Policy. Research on Teacher Education, 35(05): 43-50.
Zhang J, 2023, Teacher Burden Management: Ontology Implication, Existing Problems and Solution Path. Contemporary Educational Science, 2023(05): 3–12.
Peters G, Wang X, Duan H, 2016, Institutional Theory in Political Science, Shanghai People’s Publishing House, Shanghai, 47.
Wang W, Jiang X, 2011, “High-Level Minority Talents Plan” —— Based on the Analysis Framework of Rational Selection. Modern Education Management, 2011(12): 60–64.
Liu B, Zheng M, 2017, Review and Prospect of Gaokao Enrollment System —— Based on the Rational Selection of Institutional Analysis. Decision Consultation, 2017(05): 65–70.
Ostrom E, 1990, Governing the Commons: The Evolution of Institutions for Collective Action, Cambridge University Press, Cambridge.
Ning B, 2019, “Let the Right Person do the Right Thing”: A Property Rights Analysis of the Blurred Boundary of Teachers’ Work. Chinese Teachers, 2019(1): 10–13.
Liu L, Sun D, 2021, Primary and Secondary School Teachers’ Professional Title Evaluation System Reform Under the “Double Reduction” Policy. Learning Guide, 2021(41): 94–96.
Continuing Education Laboratory, Fujian University of Education, 2009, A Survey Report on Teachers’ Work Burden Under the Background of New Curriculum Reform. Fujian Basic Education Research, 2009(6): 8–11.
Ding G, Chen L, Sun M, 2011, Survey and Policy Analysis Report on Professional Development of Primary and Secondary School Teachers in China. Educational Research, 2011(3): 3–12.
Du W, 2006, Investigation and Analysis of Teacher Workload in the New Curriculum Reform. Primary and Secondary School Management, 2006(3): 30–32.
Wolgast A, Fischer N, 2017, You Are Not Alone: Colleague Support and Goal-Oriented Cooperation as Resources to Reduce Teachers’ Stress. Social Psychology of Education, 20(1): 97–114.
Chen Y, Yu B, 2022, The Realistic Dilemma and Countermeasures of the Development of Primary School Teachers in Vocational Enlightenment Education: An Analysis Based on Cosergen’s Onion Model. Journal of Changzhou Institute of Technology Science Edition), 2022(02): 120–125.
Mu H, 2018, Problems and Countermeasures of Teacher Training in Public Primary Schools in China: An Analysis Based on the Quality Monitoring Data of Basic Education in China. Teacher Development Research, 2018(01): 38–47.