| The implementation of the Rules of Discipline in Primary and Secondary Schools(for Trial Implementation)has given the right to discipline in education a "legal status",but it remains to be seen whether the right to discipline in education can be "put on the ground" to facilitate educational management and achieve good social outcomes in practice.In practice,teachers often choose to ’suspend’ educational discipline for fear of trouble,pressure and responsibility,and frequently encounter practical difficulties.Research suggests that the reality of teachers’ difficulties in exercising their right to discipline is not a fault of the system’s design,but rather the result of complex factors.The system cannot be designed to allow teachers’ disciplinary powers to expand indefinitely,nor can it be designed to tie the hands of teachers in such a way as to stop the quality of teaching and learning.It is only by fully recognising the many factors that affect the exercise of teachers’ disciplinary power and adjusting the balance between them in accordance with educational goals that the outstanding problems can be solved and the role of discipline in education can be truly brought into play.Based on a theoretical perspective of the educational field,this article conducts a systematic analysis of institutions,inertia and relational networks.Through interviews,observations,questionnaires and regression analysis,it finds that six factors,including rule factors,student pressure,disciplinary goals,lack of superiors,parental pressure and female protection preferences,all have an impact on teachers’ exercise of educational discipline,while the action strategies adopted by teachers to cope with these factors further exacerbate the The dilemma of discipline in practice is further exacerbated by the strategies teachers adopt to deal with these factors.It is important to recognise and respect habitual practices,to follow the trend,to heal the cracks,to promote consensus,and to carry out educational disciplinary activities under the ’greatest common denominator’ agreed by all parties,so as to achieve an orderly,effective,and realistic educational discipline.This will enable educational discipline to be carried out in an orderly,effective and productive manner. |
