Research On Primary School Teacher Incentive Under The Background Of "Double Reduction" ——Take X School In City B As An Example

The "double reduction" policy is a major strategic measure for my country’s education to achieve high-quality development.It puts forward new requirements and challenges in terms of school governance capacity and management level,teacher team building,and teachers’ participation in after-school services.Therefore,it is particularly important to conduct an in-depth discussion on the incentive management of teachers under the background of "double reduction".Under the guidance of Herzberg’s two-factor incentive theory,this research investigates the current situation of primary school teachers’ incentive management in X school in B city under the background of "double reduction" through questionnaires,interviews and other research methods.Starting from factors and internal incentive factors,empirical investigations were conducted on incentive factors such as salary,work tasks,leadership management,work environment,training and promotion,interpersonal relationships,job achievement,career development,professional growth,and work interest.Through data analysis,it was found that,the primary school teachers of this school have a high overall recognition of the "double reduction" policy.However,the work intensity of teachers is not proportional to their salary income,the teacher’s professional title assessment and incentive evaluation system needs to be improved,and the school’s after-school service management system needs to be improved urgently.The lack of attention to the differentiated needs of teachers,the weak incentive mechanism for teachers’ professional ability,and the conflict of teachers’ multiple roles.Analysis of the reasons found that the current "double reduction" policy related supporting policies are not perfect,lack of attention to teachers’ burden,unclear internal management responsibilities of schools,and insufficient teachers’ teaching empowerment mechanism.In response to the above problems,this paper attempts to put forward practical suggestions from the perspective of education administrators: from the perspective of education authorities,it is necessary to formulate and improve relevant supporting policies to ensure teachers’ treatment in accordance with the law;reduction" system.corresponding system.From the perspective of school management,it can improve teachers’ salaries and benefits and reduce teachers’ workload;formulate effective assessment methods,improve teachers’ incentive and guarantee system;establish a home-school-community coordination mechanism,optimize the allocation of teachers for extracurricular services,and improve extracurricular services.Service system management;build teacher professional development support system.From the perspective of teachers themselves,teachers should be guided to decompress themselves and arrange time reasonably;teachers should be encouraged to continue to pursue professional development and gain a sense of satisfaction and achievement from their work.