Research On The Actuality Of Teachers’ Workload At Compulsory Education In The Context Of "Double Reduction"

In July 2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Opinions on Further Reducing the Burden of Homework and Extracurricular Training for Students in Compulsory Education",which proposed a series of suggestions for improving the quality of classroom teaching,strengthening homework design,providing after-school services,and strengthening home-school communication for primary and secondary school teachers while reducing the burden on students,aiming to better return education to school.In this context,the current situation and direction of primary and secondary school teachers’ work have further attracted social attention.The purpose of this study aims to provide corresponding strategic suggestions for the continuous promotion of teacher workload reduction in the early stage and the deepening implementation of the current "double reduction" policy through the disclosure and characterization of the current situation of teachers’ workload in compulsory education under the background of "double reduction".First of all,by sorting out the "double reduction" policy text,we summarized the current content changes faced by primary and secondary school teachers,and found that teachers mainly face professional literacy improvement requirements in four aspects:classroom teaching reform,homework optimization design,after-school service guidance,and home-school communication.In combination with existing legal documents related to teacher work arrangements,the workload of teachers is defined as the length of work hours and work content of teachers,including the total daily work hours,and the time required for different work content;The work content includes teaching work,teaching assistance work,and non-teaching work,and then constructs a framework for analyzing the work content of primary and secondary school teachers in the context of "double reduction".Thirdly,based on this framework,a survey was conducted in two nine-year compulsory secondary schools in N City using questionnaire survey,interview method,and field observation method.The main survey content includes basic information about teachers,working hours of primary and secondary school teachers in the context of "double reduction",task amount of different work content,and perceived changes in working hours and workloads after the implementation of the "double reduction".The survey found that the implementation of the "double reduction" policy further extended the daily working hours of teachers,and the daily time allocation structure showed unreasonable phenomena,as well as significant differences in the daily working hours of different teacher groups;The aggravation of work content and tasks and the "double reduction" lead to an increase in non-teaching work,leading to a decrease in the work autonomy of primary and secondary school teachers;Teachers perceive that classroom teaching,homework design,after-school service reform,and home school communication under the "double reduction" requirements have brought about increased workload,which to some extent has caused a workload burden and affected job satisfaction.Finally,based on the principle of rationalizing the workload of teachers in the compulsory education stage,the reasons are analyzed from the institutional construction level of the teaching administration department,the improvement level of the school management concept system,and the level of active participation and collaborative education by society and parents.On this basis,countermeasures and suggestions are proposed,with a view to providing institutional guarantee and resource support for teachers in the compulsory education stage to better carry out teaching and education work in the context of "double reduction".