Implementation of requirements for the professional competencies of the class teacher in the People’s Republic of China: from regulatory documents to school practice

The aim of this study is to identify the dynamics of the development of requirements for the professional competencies of the class teacher in the People’s Republic of China and to determine the features of their implementation in school practice under the educational reforms of the 21st century. The article traces the historical evolution of the institution of class leadership in the PRC, analyzes regulatory documents of the Ministry of Education of the PRC, as well as empirical data on the perception and implementation of requirements for professional competencies in the activities of class teachers. The scientific novelty of the research lies in a comprehensive comparison of formal standards and actual school practice, identifying the gap between officially established professional competencies of class teachers and the difficulties of their practical implementation, as well as in characterizing the transformation of the role of the class teacher from the traditional educational and disciplinary function to the position of a pedagogical leader and mediator between school, family, and society. The study shows that the Chinese system has consistently institutionalized and professionalized the activities of class teachers, but in school practice there remain problems associated with a lack of management and communication skills, the need to improve interaction with parents, and adaptation to the challenges of the digital environment. The conclusion is made about the importance of further state and school support for class teachers for the successful implementation of national educational strategies.