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Teacher Vitality in Transition: Lessons from China's Double Reduction Policy

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Title: Teacher Vitality in Transition: Lessons from China's Double Reduction Policy
Language: English
Authors: Ningmeng Cao (ORCID 0000-0003-0138-2664), Binghai Sun (ORCID 0000-0001-5044-9357), Weijian Li (ORCID 0000-0003-0738-5997)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Educational Change, Educational Policy, Teacher Effectiveness, Educational Quality, Educational Development, Elementary School Teachers, Secondary School Teachers, Psychological Patterns, Teacher Persistence, Scores, Teacher Characteristics, Socioeconomic Status, Faculty Development
Geographic Terms: China
DOI: 10.1111/ejed.70665
ISSN: 0141-8211
1465-3435
Abstract: In the context of China's educational reform, teacher vitality is crucial for achieving high-quality educational development. This study adopted a questionnaire survey method, recruiting a total of 1321 primary and secondary school teachers as research participants to investigate the overall situation and predictive factors of teacher vitality. Teachers presented a moderately high overall level of vitality, among which emotional energy obtained the highest score while physical stamina scored the lowest. Teacher vitality differed significantly across multiple dimensions, including individual attributes (gender, educational attainment, pedagogical training background), professional characteristics (teaching experience, professional titles), and school-related factors (teaching stage, school location). Additionally, both objective and subjective socioeconomic status (SES) exerted significant effects on teacher vitality, and subjective SES served as a more critical influencing factor. Based on these findings, the study proposes strategic interventions, including career stage-differentiated support protocols, balanced resource allocation, and dual-track incentive systems that integrate psychological and material rewards. These measures provide a theoretical and practical foundation for optimizing teacher workforce vitality and contributing to the establishment of a robust educational system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506897
Database: ERIC
FullText Text:
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  Data: Teacher Vitality in Transition: Lessons from China's Double Reduction Policy
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ningmeng+Cao%22">Ningmeng Cao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0138-2664">0000-0003-0138-2664</externalLink>)<br /><searchLink fieldCode="AR" term="%22Binghai+Sun%22">Binghai Sun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5044-9357">0000-0001-5044-9357</externalLink>)<br /><searchLink fieldCode="AR" term="%22Weijian+Li%22">Weijian Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0738-5997">0000-0003-0738-5997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Label: Availability
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1111/ejed.70665
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the context of China's educational reform, teacher vitality is crucial for achieving high-quality educational development. This study adopted a questionnaire survey method, recruiting a total of 1321 primary and secondary school teachers as research participants to investigate the overall situation and predictive factors of teacher vitality. Teachers presented a moderately high overall level of vitality, among which emotional energy obtained the highest score while physical stamina scored the lowest. Teacher vitality differed significantly across multiple dimensions, including individual attributes (gender, educational attainment, pedagogical training background), professional characteristics (teaching experience, professional titles), and school-related factors (teaching stage, school location). Additionally, both objective and subjective socioeconomic status (SES) exerted significant effects on teacher vitality, and subjective SES served as a more critical influencing factor. Based on these findings, the study proposes strategic interventions, including career stage-differentiated support protocols, balanced resource allocation, and dual-track incentive systems that integrate psychological and material rewards. These measures provide a theoretical and practical foundation for optimizing teacher workforce vitality and contributing to the establishment of a robust educational system.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1506897
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        Value: 10.1111/ejed.70665
    Languages:
      – Text: English
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        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Educational Quality
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Scores
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Faculty Development
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      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Teacher Vitality in Transition: Lessons from China's Double Reduction Policy
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            NameFull: Ningmeng Cao
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            NameFull: Binghai Sun
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            NameFull: Weijian Li
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              Y: 2026
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              Value: 61
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            – TitleFull: European Journal of Education
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