Research On The Impact Of “Double Reductions” Policy On Public Junior Middle Schools Teachers

In July 2021,guidance on the “double reduction” policy was issued at the national level.Teachers play a key role in the implementation of the "double reduction" policy,and their work and life have been greatly affected.This study takes junior high school teachers as the research object,analyzes the influence of junior high school teachers under the "double reduction" policy,summarizes the problems and analyzes the causes of the problems,and puts forward optimization countermeasures,in order to provide reference for the optimization of relevant measures of the "double reduction" policy.In this study,questionnaire survey and interview methods were used to investigate some public junior high schools in Zhengzhou city.A total of 201 valid questionnaires were collected and 14 teachers were interviewed.SPSS software was used to conduct statistical analysis on relevant data.Combined with the interview results,the following findings were found: the policy had a greater impact on junior high school teachers;among the four selected indicators,"education and teaching" had the highest impact,followed it is “personal status”,again “administrative affairs”,and the minimum is “ability and literacy”.There are significant differences in the impact of policies on different types of teachers: non-boarding school teachers are more affected than boarding school teachers,teachers with short teaching experience are more affected than teachers with long teaching experience,and teachers who serve as head teachers are more affected than ordinary classroom teachers,teachers who participate in after-school delayed services are more affected than teachers who do not participate in after-school delayed services.Based on this,it can be seen that the current junior high school teachers are still relatively unsuitable for the implementation of the“double reduction”policy.It is mainly reflected in the following aspects: the lack of adaptability of teachers in education and teaching;Teachers’ ability to deal with administrative affairs is not high;Teachers’ ability and accomplishment do not adapt to the new requirements;Teachers’ personal psychology and working state are not good.Since the implementation of the “double reduction” policy is a comprehensive and systematic major task,to improve the effectiveness of the implementation of the“double reduction” policy by teachers and to improve teachers’ incompatibility with the new policy measures,we must comprehensively implement the policy from different dimensions.Coordinate and comprehensive policy.Therefore,this study proposes optimization strategies from four levels of education authorities,schools,teachers,and students’ families.First,the competent education department should optimize the policy supporting system and reasonably guide the implementation of the policy;The second is that schools should fully consider the actual work of teachers,strengthen humanized and refined management;The third is that teachers should improve their education,teaching and time management capabilities,and actively adjust their psychological state;Fourth,students and families should actively cooperate with teachers and actively adapt to new educational requirements...