Study On Work Stress Of Family-School Wechat Group To Middle School Class Directors

In the context of new media,the family-school wechat group is an important online communication platform for parents and class teachers.The original intention of its creation is to meet the higher needs of home-school communication.However,the complicated and trivial news and tasks in the family-school wechat group,and the24/7 online communication also aggravated the work stress of the class director.After the release of the "Opinions on Further Reducing the Burden of Students’ Homework and Off-campus Training in Compulsory Education" in 2021,as people pay more attention to reducing the burden on students and parents,the call for reducing the burden on primary and secondary school teachers has become stronger.Compared with ordinary teachers,class directors have more work intensity and more stress.Therefore,it is of great significance to study the work stress of family-school wechat groups on class directors and put forward corresponding countermeasures and suggestions for the construction of the team of class directors and the improvement of the quality of education management.This paper takes the middle school class director as the research object,and explores the stress caused by the family-school wechat group communication to the class director through a two-part study.By collecting and arranging the chat records of the four middle school and school wechat groups for one semester,classifying the chat records according to the content and subject,measuring the content and time tendency,the volume of each subject’s speech,etc.,and observing the social interaction in the family-school wechat group.Characteristics and stress situations of class directors(Study 1).Based on the analysis results of Study 1 and relevant literature,the "Stress Questionnaire for Class Directors in Family-school Wechat Group Communication" was compiled,and a questionnaire survey was conducted on281 middle class directors to further analyze the stress perceived by the class directors(Study 2).By analyzing the Study 1,from the content point of view,the class director has to pass a lot of school and social affairs to the parents,solve various problems of the parents,and deal with many and complex affairs;Look,the chats in the group are too frequent,and the class director is the main body of the group who speaks the most.The communication in the family-school wechat group has increased the workload of the class director and caused stress to the class director.Through the Study 2,it is found that the stress of class directors in family-school wechat group communication is mainly composed of five aspects: parents’ participation,school management,workload,class directors’ own factors,conflicts and irrelevant information.At present,the stress of middle school class directors in family-school wechat group communication is generally above medium level,and the stress level in school management and workload factors is relatively high.Through the data analysis,it is found that the class directors who set up the parent committee generally believe that the parent committee can share the stress of the class directors to some extent.The class directors in public middle schools felt more stress in family-school wechat group communication than those in private middle schools.Class directors who had not issued group rules felt more stress than those who had issued group rules.In addition,class directors of different ages perceive different stresss in family-school wechat group communication.According to the survey,this article from the parents to participate in,the class directors themselves,school administrators face family-school wechat group of communication of the class directors’ stress causes are analyzed,and from the above three aspects to alleviate family-school wechat group of communication of the class directors’ stress put forward the countermeasure and the suggestion,in order to improve the class directors work enthusiasm,promote the benign communication between family,Achieve the optimization of educational synergy.