Teacher Vitality in Transition
Lessons From China's Double Reduction Policy
Bibliographic Data
| ID | 21445804 |
|---|---|
| Authors | Ningmeng Cao (0000-0003-0138-2664, Zhejiang Normal University Jinhua People's Republic of China), Binghai Sun (0000-0001-5044-9357, Zhejiang Normal University Jinhua People's Republic of China, corresponding author), Weijian Li (0000-0003-4477-4860, Zhejiang Normal University Jinhua People's Republic of China) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70665 |
| OpenAlex | W7156913296 |
| Language | EN |
| References cited | 20 |
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
Context (archaeology) · Incentive · Professional development · Resource (disambiguation) · Socioeconomic status · Teacher education · Vitality · Workforce · Early Childhood Education and Development · Psychological Well-being and Life Satisfaction · Teacher Education and Leadership Studies
The Professional Life Cycle of Teachers
Intrinsic and extrinsic motivation from a self-determination theory perspective
Job demands–resources theory
Vitality and Coping With Rules
The longitudinal trajectories of teacher burnout and vigour across the scholar year
Personal resources among pre-service teachers
The construct validity of vigor and its antecedents
| Highly cited | No |
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