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Exploring teacher wellbeing in educational reforms: a Chinese perspective.
Narentuya Ao1, Sitong Zhang1, Guoxiu Tian1
1College of Teacher Education, Capital Normal University, Beijing, China.
Frontiers in Psychology
|November 30, 2023
Summary
China's Double Reduction Policy impacted teacher wellbeing, reducing it post-reform. Job resources boosted wellbeing, while demands and surface acting harmed it, highlighting the need for emotional regulation and positive mindset.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- Teacher wellbeing is crucial for educational quality but is vulnerable to policy changes.
- Systematic research on teacher wellbeing amidst educational reforms is limited.
- China's 2021 Double Reduction Policy significantly altered job characteristics for teachers.
Purpose of the Study:
- To examine the impact of the Double Reduction Policy on teacher wellbeing in China.
- To investigate the relationship between new job characteristics and teachers' inner world (emotional regulation, mindset).
Main Methods:
- A cross-sectional study was conducted from June to October 2022.
- Self-reporting questionnaires were used for data collection from 902 teachers across China.
- Investigated associations between wellbeing, job characteristics, emotional regulation, and mindset.
Main Results:
- Teachers reported lower wellbeing following the educational reform.
- Job resources positively predicted wellbeing; job demands negatively predicted it.
- Genuine expression enhanced wellbeing, surface acting diminished it, and deep acting had no effect.
- Mindset influenced both emotional regulation and teacher wellbeing.
Conclusions:
- The Double Reduction Policy has negatively affected teacher wellbeing.
- Job resources and effective emotional regulation strategies (like genuine expression) are vital for maintaining wellbeing.
- Cultivating a positive mindset is essential for teachers navigating policy-induced changes and regulating emotions effectively.
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