REFINED MANAGEMENT IN EXTRACURRICULAR ART EDUCATION: PRACTICES AND CHALLENGES FROM THE PERSPECTIVE OF TEACHER ADAPTABILITY

Abstract

Under the background of the “Double Reduction” policy and the reform of quality education, off-campus art education institutions are facing the double pressure of teaching reconstruction and management transformation. Taking Kunming art institutions as the research object, this paper combines 483 valid questionnaires and 10 teachers' in-depth interviews to explore the implementation status, key factors and teachers' feedback characteristics of fine management in art education scenarios. The study refined nine core factors and verified the formation mechanism of teachers' adaptability through exploratory factor analysis (KMO=0.933, cumulative explained variance 70.55%) and structural equation modeling. The results showed that refined management had a significant positive effect on teachers' adaptability (β=0.47, p<0.001), which was partly mediated by teachers' competence (mediation path β=0.39), with the highest mean value for the dimension of “innovation and reflective ability” (M=3.40). Teachers generally recognized the “teaching reflection mechanism” (the highest item M=3.48), while “ease of operation of the information platform” and “timeliness of curriculum reform” scored low. The article suggests that the three aspects of process simplification, capacity development, and platform optimization can be used to promote refined management and provide a practical path for regional arts education institutions to improve their governance effectiveness.