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Frontiers of Education in China

Front. Educ. China    2016, Vol. 11 Issue (3) : 322-337 3868/s110-005-016-0026-6
Research article
Configuration of the Teacher–State Relationship: The Shanghai Experience
ZHAO Zhenzhou1,ZHU Zhiyong2(),RUAN Linyan3
1. Department of Social Sciences, The Education University of Hong Kong, Hong Kong, China
2. College of Educational Administration, Beijing Normal University, Beijing 100875, China
3. College of Educational Administration, Beijing Normal University, Beijing 100875, China
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As one of the most prominent cases of high performing education systems in Asia, Shanghai has received widespread attention in recent years. The existing literature has shown that the formation of a high performing education system in Shanghai is closely associated with the high-quality teaching force. The purpose of this paper is to explore the experience of Shanghai in configuring the teacher–state relationship and building the teaching profession against China’s background of centralized education. Our analysis was framed around three key actors that have reshaped the relationship between teachers and State in the post-Mao era, including the establishment of teaching as a profession, schools, and the labor market. Based on policy analysis and empirical evidence from Shanghai, the research findings indicate Shanghai’s own experience in building the teaching profession, teachers’ professional well-being, and other subjective perceptions related to school management and the labor market.

Keywords professional development      professional well-being      teachers      Shanghai      State     
Issue Date: 10 October 2016
 Cite this article:   
ZHAO Zhenzhou,ZHU Zhiyong,RUAN Linyan. Configuration of the Teacher–State Relationship: The Shanghai Experience[J]. Front. Educ. China, 2016, 11(3): 322-337.
 URL: 3868/s110-005-016-0026-6
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ZHAO Zhenzhou
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