The Status And Counter Measures Of Teachers’ Workload

The workload of primary and secondary school teachers refers to the work and responsibilities they undertake in school education and teaching.In terms of emotional color,the workload of primary and secondary school teachers is neutral,which includes both reasonable and unreasonable workload.At present,from the perspective of our national policy,the country attaches great importance to reducing the burden on primary and secondary school teachers;In terms of academic research,there is currently a lack of in-depth research on the workload of primary school teachers in county towns both domestically and internationally;In reality,the current unreasonable workload in China has seriously affected the physical and mental health of primary and secondary school teachers.Based on the above three aspects of background,this study aims to understand what unreasonable workload exists among primary school teachers in county towns.On the basis of this research question,this study proposes the following three sub questions: firstly,what are the objective unreasonable work burdens of primary school teachers in county towns? Secondly,do county primary school teachers believe that there is currently an unreasonable workload? What are the main aspects of teachers’ subjective perception of unreasonable workload? Thirdly,is the subjective perception of unreasonable workload among primary school teachers in county towns consistent with the objective existence of unreasonable workload? What are their similarities and differences?This study mainly conducted an interview survey on teachers from four primary schools located in W County,J Province,central China.The survey results found that the unreasonable work burden of primary school teachers in the county is currently too heavy.Objectively speaking,there is currently an unreasonable workload for primary school teachers in county towns in terms of working hours and content.The main manifestation of working hours is that the working hours seriously exceed the legal labor hours,and the main manifestation of working content is that there are many unreasonable educational and non educational work.From the perspective of teachers’ subjective perception of work burden,there are currently unreasonable work burdens for primary school teachers in county towns in terms of working hours and content.There are similarities between the objectively existing and subjectively perceived unreasonable workload in terms of working hours,some class teacher work,and professional title evaluation,but there are differences in some work contents between the two.For example,some parental communication work objectively belongs to a reasonable workload,but subjectively perceived by teachers,it belongs to an excessive workload.This study conducted a detailed sorting and classification of the subjective and objective workload of primary school teachers in county towns from two dimensions: reasonable and unreasonable teacher workload.It was found that the unreasonable workload of primary school teachers in county towns mainly comes from the government,schools,and society,among which the government and schools are the main sources of unreasonable workload for teachers.The government sources mainly include unclear handling methods for student injury accidents,serious formalism in the work of the county government,the lack of effective incentive mechanism for head teachers and the lack of reasonable standards for teacher workload;The main sources of schools include the low work quality and lack of complete work systems and processes of some principals in county towns;Social sources mainly include the existence of unreasonable social expectations and imbalanced allocation of compulsory education resources.This study proposes some suggestions from three major directions: government,schools,and society.As for the government,it mainly includes improving the handling methods of student injury accidents,the county government should strongly abstain from formalism style,establish an effective incentive mechanism for class teachers,develop teacher workload standards according to local conditions,innovate teacher management mechanisms to reduce teachers’ burden,Improve the monitoring and evaluation system for teacher burden reduction work;Regarding schools,it mainly includes adopting personalized care to reduce the burden on teachers and simplify school work systems and processes;Regarding society,it mainly includes the need for all parties in society to fulfill their respective responsibilities to reduce the burden on teachers and the need for cooperation among all parties in society to reduce the burden on teachers.