EDUCATIONAL ADMINISTRATION UNDER THE CONTEXT OF THE DOUBLE REDUCTION POLICY FOR HIGH SCHOOL TEACHERS IN GUANGXI

Abstract

In this paper, an examination is conducted of the educational management work of high school teachers in Guangxi, China, under the national “Double Reduction” policy. Firstly, an analysis is conducted of the changes in curriculum, homework, and after-school service management that are triggered by this policy; then, we look into the challenges that teachers encounter. These challenges include inadequate educational resources and the conflict between policy requirements and long-standing academic pressure; next, the adaptive strategies adopted by teachers are discussed, these strategies involve collaborative professional development and enhancing cooperation among families, schools, and communities; finally, the implications for educational management are accentuated, with particular attention given to the importance of optimizing resource allocation and setting up a flexible policy framework. This study offers insights into how the “Double Reduction” policy is implemented within the unique educational context of Guangxi.