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

ABSTRACT In the context of China's educational reform, teacher vitality is crucial for achieving high‐quality educational development. This study adopted a questionnaire survey method, recruiting a total of 1321 primary and secondary school teachers as research participants to investigate the overall situation and predictive factors of teacher vitality. Teachers presented a moderately high overall level of vitality, among which emotional energy obtained the highest score while physical stamina scored the lowest. Teacher vitality differed significantly across multiple dimensions, including individual attributes (gender, educational attainment, pedagogical training background), professional characteristics (teaching experience, professional titles), and school‐related factors (teaching stage, school location). Additionally, both objective and subjective socioeconomic status (SES) exerted significant effects on teacher vitality, and subjective SES served as a more critical influencing factor. Based on these findings, the study proposes strategic interventions, including career stage–differentiated support protocols, balanced resource allocation, and dual‐track incentive systems that integrate psychological and material rewards. These measures provide a theoretical and practical foundation for optimizing teacher workforce vitality and contributing to the establishment of a robust educational system.