School Administration under the Double Reduction Policy in the Middle Schools of Yunnan Province
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Abstract
This study examines the impact of China’s “Double Reduction” policy on middle school administration in Yunnan Province using a mixed-method approach. The objectives are: (1) to identify the key factors influencing school administration under the policy, and (2) to propose actionable guidelines for effective school management within the policy framework. Quantitative data from 450 participants and qualitative data from interviews with 9 administrators were analyzed to explore areas such as course scheduling, classroom teaching quality, homework design, home-school cooperation, teacher training, campus activities, after-school services, and the teaching evaluation system. The findings highlight the significant roles of optimizing homework design, enhancing classroom teaching quality, and improving curriculum arrangements in effective school administration. Regression analysis and expert interviews underscore the importance of these factors in reducing academic stress and improving student outcomes. The study identifies challenges in policy implementation but also highlights successes, emphasizing the need for targeted strategies to achieve policy objectives. Based on these insights, practical recommendations are proposed at the school, government, and research levels to enhance the administration of middle schools under the “Double Reduction” policy. These guidelines aim to foster holistic management strategies, aligning with the policy’s goals of reducing student burden and promoting high-quality education.
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References
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