Understanding Teachers’ Challenges and Responses to the Intensifying Demands of Chinese Double Reduction Policy Through Asia as Method’s Mohe

Implemented in July 2021, the double reduction policy aimed to decrease the amount of homework and limit the extent of off-campus subject-based tutoring. This article critically examines the policy's impacts and challenges within a school context, utilizing semi-structured interviews to gather qualitative data from a range of stakeholders, including local education bureau officers, principals, teachers, students, and parents. The findings reveal several key issues. The new requirements of the policy, such as the introduction of new student-centered pedagogy and implementation of after-school services, have contributed to a substantial work-life imbalance and diminished motivation among teachers. Furthermore, the reduction in off-campus tuitions caused stress for teachers, while a dissonance between parental expectations and the objectives of the double reduction policy has emerged. Informed by the notion of "translation" within the Asia as method framework, this study employs network governance theory, interpreted as an alternative local term, Mohe in the Chinese context, where power dynamics in the policy network are distinct from the West. The research explores how teachers navigate and allocate resources to meet the new policy demands, highlighting the importance of collaborative efforts by all actors in the policy network in achieving educational success through resource exchange and the Mohe process.