‘I can survive and thrive in this field’: changes in shadow education teachers’ professional identity under China’s Double Reduction Policy

Abstract This longitudinal qualitative study explores the three-year impact of the Double Reduction Policy on the professional identity of shadow education teachers in China. Engaging with ten teachers from private after-class tutoring institutes in Beijing, the study employed three waves of data collection, including individual interviews and focus groups. The findings reveal a nonlinear trajectory of identity transformation, where teachers initially experienced an identity rupture, characterized by a disconnection from their former sources of professional pride and legitimacy. However, over time, many teachers engaged in a process of meaning reconstruction, redefining their roles in terms of alternative values. The research underscores the importance of understanding professional identity as a dynamic, relational construct shaped by the interaction of personal, institutional, and policy-driven factors. While the DRP restrictions have shifted from strict to more liberal over the years, the study proposes that teachers focus on continuous professional development in response to the ongoing demand within the K-12 shadow education market. Despite regulatory changes, the fundamental needs of parents and students remain unchanged, particularly due to the Gaokao system. Teachers can also benefit from peer collaboration, reflective practices, and additional training that aligns with evolving educational policies. Addressing financial concerns by diversifying income sources and maintaining work-life balance can contribute to long-term career satisfaction.