School Governance Capacity in the Implementation of "Double Reduction" Policy

The school governance capacity in the implementation of the "Double Reduction" Policy is directly related to the alleviation of students' academic burden and the reconstruction of a good basic education ecology. Based on teachers' perception, the study developed a questionnaire on the level of school governance capacity and its influencing factors in the implementation of the "Double Reduction" Policy. Through one-way ANOVA and regression analysis on 3 535 responses nationwide, supplemented by in-depth interviews with 12 teachers. The results show that there is still a certain gap between the school governance capacity and the goal of the "Double Reduction" Policy. The school governance capacity varies in variables such as teachers' academic qualifications, part-time administrative positions, whether they have received honorary titles, and the region of the school. Among the influencing factors, the school work atmosphere exerts the most significant impact, followed by the school's autonomy. The findings further indicate improving teachers' recognition of the policy and strengthening the concept of "multi-party co-governance "will help enhance school governance capacity. Therefore, to elevate overall school governance capacity, it is necessary to foster a governance pattern characterized by the symbiotic collaboration of multiple stakeholders under the guidance of the holistic governance concept of collaborative education, supported by the improvement of the institutional system for school governance in the implementation of the "Double Reduction" Policy to effectively reduce students' academic burdens.