This study examines how teachers in China_s compulsory education system adjust their teaching under the Double Reduction policy, which seeks to reduce homework and off-campus tutoring while safeguarding learning quality. The study aimed to (1) describe teachers_ perceptions of policy legitimacy and feasibility, (2) test whether teacher agency predicts instructional adaptation and instructional innovation, and (3) explore how these practices relate to teaching effectiveness, student engagement, and professional well-being. A quantitative cross-sectional survey was conducted, and data were collected online from in-service teachers. The instrument demonstrated acceptable reliability and construct validity for subsequent analyses. Data were analysed using descriptive statistics, regression analysis, and bootstrap-based indirect effect tests. Results indicated that teachers_ views of the policy_s educational value did not fully align with their feasibility judgments, with feasibility percep.....

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