Research On The Causes And Countermeasures Of The Unreasonable Workload Of Primary School Teachers Under The Background Of Teacher Burden Reduction

As the backbone of basic education,primary and secondary school teachers' fundamental task should be education and teaching.However,the heavy workload of primary and secondary school teachers in China has seriously affected their normal education and teaching work.In response,the Ministry of Education has formulated and issued a number of relevant documents since 2018,urging local education authorities to streamline and standardize administrative and management work,so as to reduce the interference to the normal education and teaching work of schools and teachers.At the same time,it urged all localities to take measures in line with local conditions and avoid "one-size-fits-all" measures.Therefore,this study takes a primary school as a case study object to explore the general situation,burden types,deep causes and coping strategies of primary school teachers' daily work burden.Starting from sorting out the relevant policies and corresponding practical problems of burden reduction for primary and secondary school teachers in China,this study divides it into three historical stages.Throughout the three historical stages,our country elementary and middle schools teachers' work burden problem presents the double characteristics of inheritance and difference,the related policy reflects the strong pertinence,both at the same time also contains a common policy vision and basic principles of the "build a good teaching environment" and "outstanding education teaching centre,has nothing to do reduce interference".With this as A guide,this study takes A group school as the case study object,goes deep into the school,and conducts A field study on teachers' workload through close questionnaire survey,observation and interview.According to the results of the survey,the content of teachers' work can be divided into four categories according to its different nature:basic teaching work,basic non-teaching work,input teaching work and input non-teaching work.According to the subjective feedback of teachers,the fourth category is the main reason for the heavy burden of teachers' work.Secondly,the main manifestations and consequences of teachers' heavy workload are: long working hours,widespread overtime,and the squeeze on teachers' time for lesson preparation and self-improvement.On this basis,by interviews and observation,it is found that there are four types of work unreasonable workloads.Through carding,this study attribute the unreasonable burden on teachers of group of School A to: 7 reasons,namely: do other teachers work,unreasonable burden,parental misunderstanding,"unlimited responsibility",males burden,the burden of the competition,burden beyond the teaching.Being confronted with heavy workload,teachers will show three ways to deal with it,that is,"reluctantly compromise","passively resist" and "reasonably control".Based on the analysis of the survey data,this study summarized the causes of teacher workload in School A into four aspects,namely,the fuzzy boundary of teachers' rights and interests,the hierarchical and the stereotyped teacher management system,the formalized competitive evaluation system,and the social trust crisis in the teaching profession.Based on this,this study puts forward three suggestions: firstly,people in education system should change the concept of education with the concerning of the "human";Secondly,it is necessary to protect the legitimate rights and interests of teachers by perfecting laws and regulations.Finally,the teacher management system and teacher evaluation mechanism should be further optimized to ensure that teachers have more time,energy and willingness to concentrate on their business and devote themselves to student development and personal professional growth.