Implementation Deviations in Policies for Reducing Workload of Primary and Secondary School Teachers

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Global Perspectives on Policy Implementation and Educational Equity: Case Studies From China, Kazakhstan, and Beyond (Table 13)

Abstract

Since the 1950s, the workload of teachers in China has been a significant concern. The "Double Reduction" policy implemented in 2021 aimed to alleviate this burden through after-school services and regulation of off-campus tutoring institutions, but it inadvertently increased teachers' workload. In this research, through semi-structured interviews with 14 teachers from 10 provinces, the study revealed three types of implementation deviations: selective implementation, substituted implementation, and symbolic implementation. These deviations stem from institutional differences, policy structural attributes, and a competitive social environment. To effectively reduce teacher workload, it is crucial to align policy goals with practical implementation strategies and provide adequate support for teachers.

Author

• Zhijie Jin, East China Normal University