银龄教师再次从教的多重制度逻辑表征、冲突与纾解OACHSSCD

This study analyzes the silver-age teacher plan through multiple institutional logics,exploring the institutional interactions and conflicts behind silver-age teachers're-engagement in teaching.Such an approach helps clarify the behavioral logic of participating actors from diverse institutional perspectives.The multiple institutional logics underlying silver-age teachers're-engagement in teaching manifest as follows:the national development logic that mobilizes endogenous educational momentum to support nation-building;the local government administrative logic that leverages high-quality human resources to revitalize educational distinctiveness;the educational logic of recipient schools that relies on professional teaching staff to drive school improvement;and the responsibility-driven logic among silver-age teachers,who seek to realize personal value through a deep commitment to education.Within this framework,the institutional conflicts emerge in multiple forms,including the disconnect between national policymaking and local government implementation,the coupling concerns between recipient schools and silver-age teachers,and the value tension between the aspiration to contribute and the practical limitations of providing support.In response,the study proposes several paths:redefining government responsibilities to better align national policymaking with local implementation;leveraging digital media platforms to foster closer integration between recipient schools and silver-age teachers;and refining role positioning to bridge the gap between the willingness to contribute and the capacity to do so.