A Content Analysis of Teacher Honor Policies in China

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Zongqing Cao, Qianfeng Li, Muyunda Gift, Decheng Zhao


This study employed content analysis methodology using the 3W1H analysis framework to analyze the text of teacher honor policy in China from four aspects of “why”, “who” and “how”, and summarized its characteristics and problems. Data from the participants was collected to examine 27 teachers' honor policies in 18 provinces in China. The results revealed the following characteristics and problems; (1) Pay attention to the ideological guidance in the purpose of selection, but less attention to honor incentive. (2) There are many restrictions on the non-performance conditions of participating teachers, and the incentive scope is limited. (3) The one vote veto system is implemented in evaluating teachers' ethics, but it lacks operability, and the overall requirements are relatively low. (4) In the performance evaluation, the evaluation of teaching achievement is vague, and the tendency of only paper is obvious. (5) In the selection procedure, the participation of students, parents and society is small, lacking openness. Hence, this study recommends the following measures can be taken to enhance the policy; (1) Give full play to the instrumentality of policy and promote the systematisms and adaptability of functional positioning. (2) Moderately liberalize the restrictions such as age and education, and strengthen the operability of teachers' ethics and teaching assessment.

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