A Study On The Work Burden Of Primary And Middle School Teachers Under The Background Of "Double Reduction"

In September 2019,the 10 th meeting of the Commission for Deepening Overall Reform of the CPC Central Committee deliberated and adopted Several Opinions on Reducing the Burden on Primary and Secondary School Teachers and Further Creating a Good Environment for Education and Teaching(hereinafter referred to as the Opinions),requiring provincial-level units to make a list of specific burdens to reduce the burden on primary and secondary school teachers and enable them to concentrate on teaching and educating.As the country’s first document on teachers’ burden reduction,the Opinions reflect the necessity and urgency of confronting and solving the problem of teachers’ work burden.In July 2021,the General Offices of the CPC Central Committee and The State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students receiving Compulsory Education,requiring schools to optimize homework management and provide after-school services so that students can better return to campus.At the current stage of compulsory education,students’ burden reduction and teachers’ burden reduction coexist in parallel.Under this background,the work burden of primary and secondary school teachers further arouses social concern,which triggers this paper to study related issues of primary and secondary school teachers’ work burden under the background of "Double Reduction".First of all,research design and implementation are carried out on the basis of literature collection and collation.On the basis of literature collection and collation,combined with my own practice experience and daily observation and communication of in-service teachers,the scope of teachers’ work is divided according to the standard of "degree of correlation with teaching work",and the analysis dimensions of teachers’ work burden in primary and secondary schools are summarized: teachers’ direct teaching work burden,teachers’ indirect teaching work burden and teachers’ non-teaching work burden.Then,combined with the research of relevant scholars and the guidance of education experts,a questionnaire on the work burden of primary and secondary school teachers under the background of "double reduction" was developed.Primary and secondary school teachers in H county were selected as the survey objects to distribute and collect the survey information.Secondly,on the basis of data collection and empirical analysis,it analyzes the current situation of primary and secondary school teachers’ work.In the analysis of the difference of descriptive statistics and demographic variables,it is found that the work of primary and secondary school teachers presents a phenomenon of "three overages"(" overtime ","overcapacity" and "over responsibility"),primary and secondary school teachers undertake complex non-educational teaching work,and there are group differences in the work burden of primary and secondary school teachers,which indicates that the current situation of the work burden of primary and secondary school teachers is not optimistic.Thirdly,to reduce the work burden of primary and secondary school teachers,we need to analyze the causes of the problem.Therefore,this study combines the empirical analysis results and uses the source analysis method to deeply analyze the causes of teachers’ work burden from the three aspects of "government source","organization source" and "individual source".From the perspective of "government source",the first is the high frequency of administrative inspection of various departments,the content of administrative inspection is generalized;the second is the government apportionment affairs,the boundary of teachers’ work is blurred;the third is the ratio of teachers is not clear,and the scope of work is difficult to define.From the perspective of "organization source",the first is the implementation of the work is not in place,the management mode is "formalistic",the second is the school support staff is insufficient,the division of work is not reasonable,the third is the lack of teacher support resources,the lack of practical effectiveness of training.From the perspective of "personal origin",the first is the deviation of teachers’ professional cognition,the second is the inefficiency of teachers’ time management,and the third is the conflict of teachers’ multiple roles.Finally,some suggestions are put forward based on the analysis of the present situation and the exploration of the causes.First,the government should provide macro support.Improve the list of load reduction,so that the content of load reduction can be followed;Make clear the job responsibilities of teachers,let teachers return to teaching and educating people;We will strengthen the supply of high-quality resources and ensure afterschool services.Second,the school level should create a good environment.Improve the "double minus" task division,implement flexible work system;Promote the reform of working mode,optimize the management system of teachers;Optimize the allocation of campus resources and eliminate the burden of work.Third,teachers should take the initiative to self-regulate.On the one hand,we should take a positive attitude in cognition and maintain a healthy working state.On the other hand,we should adhere to a multipronged approach in action and optimize the way of work planning.Through the suggestions at three levels,the government and schools are expected to rationalize the necessary work burden for primary and secondary school teachers,reduce excessive work burden,eliminate unnecessary work burden,so that teachers can bear the necessary,reasonable and normal burden in daily work,and return to their own work of teaching and educating people.