Abstract:

Improving the status of teachers is an important foundation for building a highly qualified and professionalized teaching force for the new era. Starting from theoretical logic, teacher status refers to the position of the individual or group of teachers in the social hierarchy, and is comprehensively influenced by such elements as political status, economic status, professional status and social prestige. As the number of related policy supplies continues to increase, in order to realize the holistic goal of status enhancement, all policies must form a system and be synergistically promoted. From the perspective of vertical synergy, the policy system for improving teachers' status has been initially formed, but the relevant specific policies have not been incorporated into a coherent policy framework. From the perspective of horizontal synergy, the number of joint documents issued by multiple departments has increased, but there is insufficient complementarity between different policy initiatives. From the perspective of micro-articulation, the continuity and stability of policies in various fields are good, but there is insufficient correlation. Further analysis of the reasons for the lack of policy synergy reveals that there is a lack of a strong grip on policy synergy at the meta-policy level, an inadequate inter-ministerial and intra-ministerial synergy mechanism, and a lack of implementation of policies at the grass-roots level of government. Based on this, synergistic strategies are proposed in terms of establishing core basic policies, promoting specific policy synergies, establishing a cross-functional departmental joint meeting system, and clarifying the division of responsibilities at the upper and lower levels.

Key words: teachers' status, policy synergy, new era, policy systems