English Teaching Management in Public High Schools: A Study Based on Dissipative Structure Theory under the Integration of Sustainable Development Goals in China

Abstract

Dissipative structure theory provides essential insights for improving classroom teaching management, but empirical research on high school English is lacking. This study aims to investigate high school English teachers’ perception of dissipative structure theory (including attitudes, acceptance and application level, and alignment of teaching management beliefs) and determine whether age differences exist. Descriptive statistics and ANOVA were used to analyze questionnaire data. The study findings indicate that users have low acceptance and application levels (mean=3.56), with the highest mean value found for attitudes (3.73) and the lowest mean value for implementing intention (mean=3.42). A significant difference was found between acceptance and application levels and implementing cooperative teaching and teacher-student workshops. Meanwhile, perceptions of classroom management tasks also differ significantly based on the age of high school English teachers. Three points are proposed to encourage high school English teachers to use dissipative structure theory for classroom management.