Applying Latent Allocation Topic Model to Explore the Policy Changes of Teachers’ Morality Development for Teacher Educational Sustainability in China

Abstract

The policy changes of teachers’ morality development in Chinese colleges and universities have depicted the evolution of teachers’ morality policy. However, there are few previous studies on applying the content analysis to examine the educational policy changes of teacher morality development from the insight of China’s higher education system. Thus, this study applies the LDA topic model as one content analysis approach to provide high-frequency word analysis, analysis of centrality, and cluster analysis to explore the overall policy trends of teachers’ morality development in China. It is found that the policy objectives and contents of teachers’ ethics construction in colleges and universities are constantly clear and definite. The policy content of teachers’ morality construction is continuously clear. The policy direction and policy value of the construction of teachers’ ethics in colleges and universities have been continuously broadened and deepened. The policy evaluation and supervision of teachers’ ethics construction in colleges and universities have been continuously optimized and improved. In addition, the conclusions and suggestions have been offered in the final section.