A Study On The "Non-teaching" Burden Of Primary And Secondary School Teachers Based On The Improvement Of Teaching Effectiveness

The problem of teacher burden is a topic that has attracted more attention in recent years.With the development of society and the implementation of new curriculum reforms,people are paying more and more attention to education.Teachers,as synonymous with school education,naturally receive attention from many quarters of society,and the burden of teachers will follow.Primary and middle school teachers play multiple roles,and the phenomenon of heavy workload is even more prominent.A reasonable and moderate workload can stimulate teachers’ morale and have a positive impact on education.However,imposing tasks that should not be undertaken by teachers on teachers that have nothing to do with education and teaching will inevitably consume teachers’ enthusiasm for work.G County in Sichuan Province is located in a remote mountainous area,and basic education is relatively lagging behind.In addition to education and teaching,teachers have to undertake other additional "non-teaching" tasks.The burden of "non-teaching" is heavy,which seriously affects the improvement of primary and secondary school teachers’ teaching effectiveness.Therefore,this article takes more than 400 primary and secondary school teachers in G County as the survey object,through questionnaire surveys and interviews,clarifies the "non-teaching" work undertaken by G County primary and secondary school teachers,clarifies the characteristics of the "non-teaching" work,and bases itself on it.Based on the actual education situation in County G,it explores the reasons for the excessive“non-teaching” burden on primary and secondary school teachers in G County,and finally seeks countermeasures and suggestions to reduce the burden on primary and secondary school teachers.This article mainly includes five parts.The first part is the introduction.It mainly elaborates the reason for the topic selection,research purpose and significance,research ideas and methods,etc.,through a large amount of literature reading and thinking,summarizes the current "non-teaching" burdens and teaching effectiveness faced by primary and secondary school teachers at home and abroad.Based on the research of existing scholars,the related concepts of primary and secondary school teachers,"non-teaching" burden,and teaching effectiveness have been strictly defined.This paper investigates and analyzes the current status of “non-teaching”burden of primary and secondary school teachers in G County through various methods such as literature research method,questionnaire survey method,and interview method.The second part and the third part analyze the necessity of improving the teaching effectiveness of teachers,and explore the influence of the "non-teaching" burden of teachers in primary and middle schools on teaching effectiveness.The fourth part is an analysis of the status quo of the "non-teaching" burden of primary and secondary school teachers.The fifth part is to analyze the reasons for the "non-teaching" burden of primary and secondary school teachers.The sixth part is to put forward countermeasures and suggestions to reduce the "non-teaching" burden of primary and secondary school teachers.The concluding part is a summary of this research and prospects for the subsequent research.This research believes that teaching effectiveness has an important impact on teachers’ teaching behavior and teacher professional development.Improving teacher’s teaching effectiveness is an inevitable choice to improve the quality of education,and "non-teaching" burden increases teachers’ teaching pressure,reduces teachers’ teaching enthusiasm,and hinders them.Improve the professional ability of teachers.The study found that the current“non-teaching” burden of primary and middle school teachers is overwhelming,which is mainly manifested in the long working hours,mixed content and high intensity of “non-teaching”.Combined with the questionnaire and interview results,the main body analysis method is used to attribute the causes of the “non-teaching” burden of primary and secondary school teachers to the four subjects of society,the government,the school,and the teachers themselves,and then the analysis shows that the influence of primary and secondary school teachers’ "non-teaching" "The reasons for the burden include the social environment,local government departments and school management,teachers themselves,and further detailed analysis of these three levels.In the context of the new curriculum reform,the requirements for teachers are getting higher and higher,and the excessive " non-teaching " burden makes it impossible for teachers to study and teach wholeheartedly,and it is difficult to achieve the goals of the new curriculum reform.The reasons for the “non-teaching” burden of primary and secondary school teachers are multi-faceted.Therefore,it is necessary for education decision makers,government management departments,school management departments,and teachers themselves to work together to reduce the “non-teaching” burden of primary and secondary school teachers to the greatest extent." burden.Therefore,this research aims at the problems arising from the "non-teaching" work of primary and secondary school teachers,adheres to the problem-oriented approach,and starts with relevant subjects that affect the "non-teaching" burden of primary and secondary school teachers,and proposes targeted countermeasures and suggestions.First of all,we must rationally guide social expectations,build a good network environment,make teachers a profession that the whole society is proud of,and let teachers experience a sense of honor and happiness.Let the family and society actively participate in school education,and the family,school,and society will work together to manage,build a new model of collaborative education among multiple subjects,and form a joint effort to reduce the burden on teachers.Secondly,government departments must do a good job in overall planning and regulation,and improve the level of governance.In-depth implementation of national policies to form a burden reduction list system;reduce administrative intervention by various government departments in schools to ensure school autonomy;increase capital investment in primary and secondary schools,implement political purchase services,and supplement school logistics,dormitory administrators,security,etc.Department staff freed teachers from the tedious "non-teaching" work and devoted themselves to education and teaching work.Third,the school must improve the management system and establish a people-oriented management concept;improve the school’s unreasonable teacher evaluation and reward system to ensure fairness and justice;conduct a comprehensive investigation of the teacher’s work,draw up a negative list,and achieve precise burden reduction;introduce a school management system to promote Informatization and standardization of school affairs.Finally,for teachers themselves,improve their work abilities,improve work efficiency,and promote teacher development;at the same time,learn to regulate their own pressure,use a variety of ways to release negative emotions;enhance teachers’ sense of happiness and collective honor,and always maintain a high degree of education.enthusiasm.