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This research investigates the factors influencing teacher vitality among school teachers in China.

Teacher Vitality in Transition: Lessons From China's Double Reduction Policy

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This research investigates the factors influencing teacher vitality among school teachers in China.
Questionnaire survey method used with 1321 primary and secondary school teachers.
Focus on individual attributes, professional characteristics, and school-related factors.
Assessment of both objective and subjective socioeconomic status (SES) and their effects on teacher vitality.
Teachers reported a moderately high level of vitality, with emotional energy scoring highest.
Significant differences in teacher vitality based on gender, educational attainment, and pedagogical training.
Subjective SES emerged as a critical influencing factor for teacher vitality.

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Questionnaire survey reveals significant predictors of teacher vitality in China, indicating the need for targeted resource allocation.

Cao et al. (2026) studied this question.

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