From policy to practice: examining the impact of the ‘double Reduction’ policy on classroom instruction quality and its determinants among Chinese teachers

This study aims to analyse the effect of the Chinese ‘Double Reduction’ (DR) policy on the quality of classroom instruction. The study employs an explanatory sequential mixed-methods methodology, encompassing 3,528 teachers from 30 provinces for quantitative survey data, complemented by semi-structured interviews with 42 qualitative participants. Utilising this extensive empirical survey data, we created and validated two instruments—the Teacher classroom instruction Scale and the Teacher Influencing Factor Scale—to evaluate teaching methods and influencing variables within the policy framework. Results demonstrate a substantial enhancement in instruction quality, especially in instructional beliefs, design, and classroom practices, in accordance with policy objectives. Significant differences continue to exist among demographic characteristics including age, teaching experience, professional title,region, and school type. Regression analysis indicated that school climate is the most significant predictor of instruction quality, succeeded by policy recognition, satisfaction with policy implementation, teachers’ professional values, and teachers’ self-efficacy. Importantly, teachers’ qualitative input reveals a conflict between favourable conceptual changes in instructional beliefs and enduring institutional limitations. These findings enhance the global dialogue on educational reform by emphasising the intricate interplay between policy-driven change and contextual factors in influencing instructional strategies. The study provides theoretical and practical insights for politicians, teachers, and researchers aiming to improve instruction quality in extensive educational reforms.