Optimizing the Distribution of High-Quality Teachers to Support Students’ Personalized Extracurricular Learning: Experience of Open Tutoring Program in Beijing <sup/>

The allocation of high-quality teachers significantly impacts educational equity and quality. Current strategies for achieving balanced teacher distribution primarily adopt two approaches: (1) structural optimization through reallocation of existing teachers, and (2) incremental expansion via investments to diversify teacher roles and instructional services. This study examines an innovative government-led teacher distribution model implemented in Beijing Middle School teachers’ Open Tutoring Program. In this program, high-quality teachers are reallocated to meet students’ personalized tutoring needs through online tutoring modes such as “one-to-one tutoring” via the internet. Longitudinal analysis shows that sustained participation in the program correlates with improved student academic performance and enhances teachers’ professional development. Compared to conventional methods, the Open Tutoring Program offers a more efficient and flexible mechanism for deploying expert instructors. However, challenges remain in achieving precise student–tutor matching. Furthermore, from an educational ecology perspective, the program exerts complex multilevel influences across micro-, meso-, exo-, and macrosystem levels. These findings provide valuable insights for scaling similar educational innovations and can serve as references for optimizing teacher distribution models in various educational contexts.