A Content Analysis On Rural Middle School Teachers’ Workload

The problem of workload of primary and middle school teachers,which affects professional development and career happiness of teachers,has become an important problem in the development process of basic education.This research focuses on the theme of teachers’ workload and uses the qualitative research method and the sampling method of “Constructed Week” to track,observe and research workload contents of five teachers from G rural junior high school in C city so as to know more about current situations of front-line teachers’ workload and their true feelings of the workloadThis research mainly introduces workload contents of five teachers during the“Constructed Week”,analyzes the proportion of teachers’ workload in each part and their overall perception of workload contents.Analysis of teachers’ workload contents shows that middle school teachers in rural areas have to face burdensome and fragmented workloads and their workload contents are not well distributed.Besides,teacher can not well perceive their own workloads.The overall perceived workload of teachers is relatively heavy.At the same time,it is found that the proportion of different types of teachers’ workload content is different.First of all,from the perspective of teaching age,teachers of different teaching ages have different workload.For teachers in the experimental variable period and the calm and conservative period,most of them invest a lot of energy in teaching methods.Teachers in the entry period focus on improving basic working ability and quality and are eager to improve their professional ability.Secondly,from the perspective of different grades,it is found that teachers in grade one pay more attention to students’ discipline,teachers in junior high second grade pay more attention to the formation of students’ learning habits,and teachers in junior high school third grade pay more attention to the improvement of students’ performance.Finally,the paper introduces the difference of the workload of teachers in different positions,and finds that the workload of homeroom teachers and teachers in administrative positions is significantly more than that of full-time teachers without additional positions.Various parties should work together to relieve the pressure of heavy pressure of teachers so as to avoid generalizing their duties.All parties should make clear work standards of teachers,ensure reasonable arrangement of teachers’ work,reasonably arrange their positions,reduce the interference of social work and improve their working environment.At the same time,related parties should set up correct value concepts,work hard to help improve teachers’ work,change management ideas of schools,implement humanized management,focus on the essence of education,support professional development of teachers,make their work plans actively and enhance their time management abilities.It is also important for teachers to improve their working competence and learn to adjust themselves at any time.