Study on Administrative Regulations Governing the Disciplinary Authority of Teachers

Energy Research Institute, State Grid, Beijing, China

^* Corresponding author: shijiayun@sgeri.sgcc.com.cn

Abstract

The disciplinary authority of teachers, as a form of power, often leads to instances of abuse. Such situations have adverse effects on the physical and psychological well-being of students, especially at various educational stages, including kindergarten and compulsory education. While Chinese civil and criminal laws provide some regulation in this regard, there still exists a grey area that is difficult to address. Administrative law, due to its inherent characteristics, is suitable for regulating this grey area. However, in the current regulatory landscape, there are significant issues concerning rules, supervision, remedies, and penalties. There is a need to further refine the rules governing disciplinary management, improve monitoring methods and mechanisms, enhance the avenues for redress for students subjected to discipline, clarify the methods and severity of penalties, in order to ensure that the relevant regulations and regulatory systems effectively safeguard students’ right to education.