Enhancing Teacher Performance Through Policy Reforms: The Role of Work Environment, Compensation, and Competency in Beijing’s Schools

Abstract

This study explores the factors influencing teacher performance in Beijing’s schools, focusing on the impact of the work environment, compensation, and teacher competency, while considering teacher well-being as a mediating factor. Using a mixed-methods approach, both quantitative surveys and qualitative interviews were conducted with 500 teachers and 10 policymakers to assess how these factors interact and how policy reforms can enhance teacher performance. The study reveals that a positive work environment and competitive compensation are essential in improving teacher performance, with teacher competency being the strongest predictor of teaching effectiveness. Additionally, teacher well-being plays a significant mediating role, with its improvement leading to higher motivation and job satisfaction, ultimately enhancing teaching outcomes. The study suggests that comprehensive policy reforms focusing on improving teacher well-being, providing professional development, and enhancing work conditions are essential to improve teacher performance in Beijing’s schools. The findings contribute valuable insights for educational policymakers, particularly in urban settings, and provide a framework for future research into teacher performance and policy reforms.