Author: LI GUODONG

Issue: 2023-2024

Abstract:

This study explores the impact of the double reduction policy in China on the work ethics and character traits of teachers in off-campus training centers, with a specific focus on professional integrity. The research investigates teachers’ perceptions of their professional integrity before and during the implementation of the policy and examines the differences in their ratings. A quantitative approach is employed, utilizing a researcher-modified instrument to assess the effects of the policy on teachers’ professional integrity, considering both personal characteristics and workplace factors. The findings reveal that the policy had little influence on areas such as knowledge mastery, relations with parents or guardians, classroom discipline, and feedback provision, suggesting that other factors may have contributed to these aspects of teachers’ performance. However, the study highlights the teachers’ ability to accommodate individual differences among students, indicating their dedication to addressing diverse needs. Adherence to the Code of Ethics and successful collaboration with coworkers remain areas of concern, although a minor improvement is observed during the policy’s implementation. The overall performance of teachers in terms of moral character, cooperation, excellence, and respect for others is rated as below average, with some variation in scores among respondents. While the policy had a significant impact on commitment, effective communication skills, friendliness, relationship-building, discipline, and handling individual variations, it had a limited effect on expertise, feedback provision, and instructional strategies. The study recommends focusing on areas that received low ratings, such as knowledge mastery, relationships with parents or guardians, classroom discipline, and feedback provision. It suggests engaging in continuous professional development, establishing open communication channels with parents or guardians, implementing effective discipline strategies, and providing timely and constructive feedback. Additionally, the study emphasizes the importance of collaboration, continuous professional growth, and creating an inclusive classroom environment. The findings contribute to understanding the implications of the double reduction policy on teachers’ work ethics, and the recommendations aim to address the challenges and support the professional development of teachers in off-campus training centers.

Keywords: Teacher training, human resource management, alternative off-campus training