Research On Strategies To Relieve The Workload Of Female Primary School Teachers Under The Background Of "double Reduction

Teachers are the cornerstones of developing and advancing society and nation-building,and they aspire to work in a conducive atmosphere that enables teachers to do more than they need.In July 2021,the Views on Further Reduction of the Burden of Assignments and Off-campus Training for Students during the Compulsory Education Stage(hereinafter named as the "double reduction" policy)was issued by the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued,which placed high demands on the work of female primary school teachers,and at the same time created pressure.Based on a thorough interpretation of the policy,this study focuses on the group of female elementary school teachers,with the aim of understanding whether there is a heavy workload for female elementary school teachers in the context of the "double reduction" policy.In this study,as research objects,348 female primary school teachers from in H County,Guyuan City,Ningxia Hui Autonomous Region have completed the "Questionnaire on Work Burden of Primary and Secondary School Teachers" compiled by Wang Haiyan,aiming to look into the current work burden from six dimensions of female primary school teachers and its demographic variable characteristics.The main conclusions of this study are as follows:(1)Nowadays,the workload and pressure of female primary school teachers maintains at upper middle level.(2)Based on description and statistics of various dimensions of female teachers’ work burden,it is found that most primary school female teachers have overloaded work in the dimensions of working hours,work content,assessment and promotion,professional development,and work pressure,and their work burden does not exceed the normal level only in the interpersonal relationship dimension.(3)There are significant differences in the work burden of primary school female teachers in various dimensions in terms of age,teaching experience,professional title,grade of teaching,class teacher,number of classes taught,average number of classes taught,marital status,and number of children raised.Female primary school teachers who have served as class teachers have a heavier burden on working hours,work content,and assessment and promotion;The higher the age,teaching experience,and professional title,the harder for female primary school teachers to be promoted;On the contrary,the lower the age,teaching experience,and professional title,the higher the burden on interpersonal relationships,of female primary school teachers.And the interpersonal burden of unmarried female teachers is likely higher than that of married female teachers;The more children they raise,the heavier the teacher’s interpersonal workload;Female primary school teachers who do not serve as class teachers have a higher level of burden on professional development than teachers who are class teachers;The higher the average number of classes taught,the higher the level of burden on female primary school teachers in terms of working hours and evaluations and promotions.Therefore,in view of the issue on heavy workload and rising pressure of female primary school teachers,this study attempts to propose feasible burden reduction strategies: the education administrative department introduces a burden reduction policy,the school forms a humanized management model,the society gives support,and the teachers themselves actively carry out the burden adjustment four levels of relief strategies,in order to offer institutional insurance and resourcing support for releasing burden of female primary school teachers.