Enhancing the Prestige of the Teaching Profession Through Systemic Educational Reform

Abstract

This study aims to examine effective strategies for enhancing the prestige of the teaching profession by strengthening teachers’ social and professional status, improving motivation systems, and establishing sustainable support mechanisms. A mixed-method approach was employed, involving surveys, interviews, observations, and experimental design. A total of 44 teachers from general education schools participated, divided into experimental and control groups. The intervention focused on pedagogical strategies grounded in cluster-based cooperation, teacher development, and motivational enhancement. Results showed a significant improvement in the professional prestige of teachers in the experimental group, with the proportion of participants at a high influence level increasing from 26.09% to 43.48%, while low-level ratings decreased from 39.13% to 4.35%. The control group experienced only marginal improvement. These findings demonstrate the effectiveness of systematic strategies in elevating the professional reputation of teachers. The study concludes that long-term improvements in educational quality are closely linked to teachers’ societal and professional recognition. The results suggest policy implications for implementing institutional reforms, targeted teacher support systems, and collaborative development platforms to sustain teacher prestige.