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A Study on the Current Status, Challenges, and Improvement Paths of Professional Development for High-Quality Private Primary School Teachers in Shaanxi Province under the "Double Reduction" Policy

Author(s)

Bei Chen*

Affiliation(s)

College of Humanities Education, Eurasia University in Xi'an, Xi'an, Shaanxi, China *Corresponding Author

Abstract

Precise assistance for students with learning difficulties under the "Double Reduction" policy imposes a stringent requirement on the professional competence of primary school teachers. The method of this study was a questionnaire survey, with 68 teachers from high-quality private primary schools in Shaanxi Province as the survey objects. The results show that in general this group have higher academic qualifications and are younger, but their professional development is not even. Problems like lack of occupational belonging, lack of clarity of career pathways and lack of adequate support directly limit the accuracy and effectiveness of the help that can be given to struggling students. Based on these results, targeted improvement strategies are proposed to promote teachers' professional growth and to comprehensively enhance the tutoring and support outcomes for academically challenged pupils.

Keywords

Double Reduction; High-Quality Private Primary Schools; Primary School Teachers; Teacher Professional Development; Professional Structure; Assistance for Academically Struggling Students

References

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