Special rank teachers’ morality development in China

ABSTRACT

The purpose of this study is to portray Special Rank Teachers’ morality development in China. Interview data were collected from 14 Special Rank Teachers from 13 provinces in China in 2018. Analyses of the findings revealed that Special Rank Teachers’ morality, like their other professional competences, follows a development progress. This study suggests a ‘three-stage’ framework for understanding Special Rank Teachers’ development of teacher morality in China.

KEYWORDS:

• Special rank teacher
• teacher morality
• development
• China

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This term is traditionally found in China’s teacher ethic codes and is widely used by teachers to refer to their commitment to their teaching position and the teaching profession.

2. Governments, public institutions (including public schools), and state-own enterprises.

3. Chinese schools assign new students to a homeroom class, which remains relatively stable until graduation. The Chinese state indicates that homeroom teachers should care about the academic learning and moral and personal development of every student in the class.

Additional information

Funding

This work was supported by the Shanghai Planning Office of Philosophy and Social Science Project [2019BKS019].