Abstract:

As a local extension of the teacher supply mechanism, the Policy on the Oriented Training of Rural Teachers contributes to achieving a “precise and localized” provision of rural teachers and optimizing the structure of the rural teaching workforce. However,cognitive differences among various policy implementers hinder the effectiveness of policy implementation. Drawing on policy network theory and the analytical framework of belief system construction,this study examines the cognitive differences and underlying mechanisms among policy implementers. Evidence from interview data shows that within the cognitive network of the Policy on the Oriented Training of Rural Teachers,the policy stance cognition of implementers at different levels exhibits an ethically stratified pattern;policy value cognition faces the risk of suspended consensus;and cognition related to policy execution reveals a dilemma of disembedded responsibilities and obligations. These cognitive differences among policy implementers undermine synergy in policy implementation and cause deviations from the intended policy goals. To adjust cognitive differences and improve implementation effectiveness,it is essential to adhere to the principle of cognitive justice and integrate the ethical stances of policy implementers;reconcile tensions among diverse demands to establish value consensus;and develop a dynamic coordination mechanism to refine procedures of responsibility allocation among implementers.

Key words: Policy on the Oriented Training of Rural Teachers, policy implementers, cognitive divergences