Strategies for enhancing the scholarship of teaching and learning among primary and secondary school teachers: a grounded theory analysis

Introduction This study explores the challenges and support needs faced by primary and secondary school teachers in enhancing their Scholarship of Teaching and Learning (SoTL). Methods Using a grounded theory approach, in-depth interviews were conducted with 16 teachers from City C, China. The data were systematically analyzed through open, axial, and selective coding. Results The study identifies key factors influencing SoTL enhancement, including teachers’ professional development needs, policy pressures, resource constraints, and a lack of social support. Discussion The findings highlight the importance of strengthening teachers’ professional identity, optimizing resource allocation, establishing peer support systems, and refining educational policies. This study offers actionable strategies to support teachers’ professional growth and improve instructional practices.