Improvement Strategies for Discipline Policy Tools Based on Enhancing Teachers' Self-Efficacy

Abstract

Self-efficacy exerts a profound influence on teachers' teaching, research endeavors, and professional development. Policy tools serve as critical guides for shaping teachers' disciplinary behaviors, thereby rendering discipline policy a pivotal factor affecting teachers' self-efficacy. Following the enforcement of the "Double First-Class" initiative in recent years, universities have witnessed both commendable outcomes and areas for enhancement in their policy implementations. Determining the optimal direction for discipline policy refinement has emerged as a matter of considerable importance. By constructing a two-dimensional analytical framework encompassing "disciplinary construction themes and policy tools," we can dissect the structure of policy tools within the policy documents for regional first-class disciplinary construction. This analysis aids in identifying the distribution patterns of policy tools and potential adverse impacts that could undermine teachers' self-efficacy. An unreasonable allocation of discipline policy tools may give rise to issues such as a uniform evaluation system, unequal resource distribution, and decreased teacher engagement. These consequences negatively affect teachers' self-efficacy, impeding the attainment of disciplinary development objectives and governance effectiveness. Addressing the imbalance between policy tool supply and demand necessitates policy optimization. Hence, there is a pressing need to further refine discipline policies and optimize the structure of policy tools across dimensions such as refining the evaluation mechanism, optimizing resource allocation, and fostering teacher participation. Introducing corresponding authoritative tools, capacity-building tools, or incentive measures within disciplinary construction themes lacking sufficient policy tools holds immense significance for bolstering teachers' self-efficacy and advancing high-quality development in higher education.