Research On The Workload Of Rural Primary School Teachers Under The Background Of "double Reduction

With the introduction of the Opinions on Reducing the Burden of Primary and Secondary School Teachers to Further Create a Good Environment for Education and Teaching,the problem of overburdened teachers has been solved to a certain extent.However,there are still problems that have not been completely resolved,such as multidisciplinary teaching and overburdened non-teaching work.In order to promote the high-quality development of education in China,a "Double Reduction" policy was issued in 2021,which makes higher demands on teachers in terms of classroom teaching,homework assignment and after-school services.This has made the problem of teachers’ workload,which has not been completely solved,even more serious.In some rural primary schools,in particular,teachers’ workloads are even heavier due to the lack of educational resources and the shortage of teachers.Therefore,this study focuses on exploring what is the current workload of rural primary school teachers? What are the causes of the current work burden of rural primary school teachers? What influence does the current rural primary school teachers’ work burden bring to teachers? How to deal with the current rural primary school teachers’ work burden?As teachers are independent individuals with unique characteristics,each teacher has a different perception of the work burden,as well as different experience,ability to bear and a degree of love for education.So it is difficult to quantify.Therefore,this study adopts qualitative research methods to conduct in-depth interviews with 12 teachers from Y School in Hunan Province.Through the collation and analysis of the interview data,it can be seen that the work burden problems of rural primary school teachers in Y school are mainly manifested in the following aspects: common multi-disciplinary teaching phenomenon,lopsided workload,extended working time,complicated work content,etc.According to the existing problems,this study adopts the Society Ecosystems Theory of Charles H.Zastrow to analyze the reasons from the following three parts: The first is the macro system,mainly from social and government level factors,including: Society’s misunderstanding and excessive expectations of teachers,the "Double Reduction" policy puts forward new requirements for teachers,the blurred boundary of teachers’ work and the structural shortage of teachers in rural areas.The second is the mezzo system,mainly comes from factors at the school and parent levels,including the lack of scientific and rational work arrangements for teachers,the lack of humanistic care in teacher management and the lack of educational synergy between home and school.The third is the micro-system,mainly from teachers themselves,including teachers’ professional quality is difficult to develop,the lack of time management skills and the lack of emotional regulation skills.These unreasonable workloads have also brought about adverse effects such as hindered teachers’ professional develop,increased teachers’ job burnout and damage to teachers’ physical and mental health.To truly reduce the problem of workload for teachers in Y schools and rural primary schools across the country,we need the joint efforts of all education entities to implement policies to reduce teachers’ workload;improve teacher management mechanisms to enhance teachers’ professional attractiveness;strengthen teacher management,especially by focusing on humanistic care to enhance teachers’ career happiness;disseminate correct educational concepts and promote collaboration between home and school;improve teachers’ professional quality and stimulate their inner drive.