Abstract

This study systematically examines the historical genealogy, generative mechanisms, and practical pathways of the Chinese educator spirit, constructing an integrated analytical framework that interconnects “history-theory-practice.” Findings reveal that since the founding of the People’s Republic, the historical evolution of the Chinese educator spirit has unfolded in three distinct phases: “Promoting Education for National Stability,” “Valuing Education for National Prosperity,” and “Prioritizing Education for National Strength.” Its essence has progressively expanded from initial political responsibility to economic empowerment during the reform and opening-up era, ultimately evolving in the new era into a uniquely Chinese educator spirit with civilizational significance. In terms of its formation mechanism, the spirit of educators exhibits a tripartite logical interaction among cultural roots, institutional safeguards, and practical momentum: the traditional Chinese teacher disciple (the succession of teachings from masters to disciples ) ethos establishes its cultural foundation, national education strategies construct its institutional framework, while the self-awareness and innovative practices of educators themselves generate sustained endogenous momentum. Based on this research, promoting the spirit of educators in the new era should cultivate a culture of “respecting teachers” to solidify its value foundation; refine “benefiting teachers’ mechanisms to stimulate professional creativity; and innovate “nurturing teachers’ systems to cultivate outstanding educators for a great nation. This will forge a practical pathway where cultural immersion, institutional safeguards, and systemic innovation advance synergistically, providing theoretical reference and practical support for cultivating a high-quality, professional teaching force capable of shouldering the great task of national rejuvenation.

Keywords: TSpirit of educators, Teacher workforce development