A Study On The Developmental Challenges Of English Teachers In Tutorial Centers Under The Double Reduction Policy

Research on teacher development has attracted much attention from scholars at home and abroad,but they have focused on teachers in public schools and little attention has been paid to teachers in tutorial centers.However,the total number of teachers in tutorial centers accounts for 1/3 of the total number of full-time teachers,which is also huge.Under the double reduction policy,the development of these teachers has encountered great challenges.Therefore,using Maslow’s hierarchy of needs theory as the theoretical framework,this study selected five teachers of different tutorial centers to conduct a qualitative study to answer the following two questions:1)What developmental challenges are English teachers in tutorial centers facing under the double reduction policy?2)What factors have affected the development of English teachers in tutorial centers under the double reduction policy?We conducted in-depth interviews with interviewees as well as case studies.After transcribing and organizing the recorded and transcribed information from the interviews,the final interview information was derived through a bottom-up grounded analysis.An in-depth dissection of this information has led to the following conclusions:1)Under the double reduction policy,survival challenges,social challenges and self-actualization challenges are the developmental challenges that these English teachers in tutorial centers are facing.2)Under the double reduction policy,some English teachers would still pursue self-actualization even if their bottom needs were not met.Based on the above research content,we further found the main factors affecting teacher development under the double reduction policy,including career development,age and policy.Additionally,some female teachers cited gender as a hindrance to their development.