Research On The Motivation,Predicament And Strategy Of Primary School Teachers’ Participation In After-school Service Under The Background Of "Double Reduction" Policy

With the development of economy and society,most countries in the world are facing the "3:30 problem".After-school service activities.As early as the 1990 s,the prototype of after-school services appeared in my country,and after 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 Students’ Homework and Off-campus Training in Compulsory Education",my country’s basic education After-school services have entered a period of demand eruption,which has brought great changes to the education and teaching work of primary and secondary school teachers.Therefore,in the context of the "double reduction" policy,it is helpful to explore the motivations and practical difficulties of primary school teachers’ participation in after-school services,and to analyze the impact of teachers’ personal concepts,institutional guarantees and organizational support on their participation in after-school services.Develop a more effective after-school service system for basic education.This study adopts a research method combining survey and interview,through questionnaire survey of 218 teachers in eight schools in A area and interviews with 20 teachers in four schools,using grounded theory to analyze the influencing factors of primary school teachers’ participation in after-school services Explore.When processing the data and generating the framework,the step-by-step coding method is used to summarize the influencing factors of primary school teachers’ participation in after-school services into three dimensions: First,the influence of teachers’ personal concept factors on teachers’ participation in after-school services,including teachers’ participation in after-school services.The second is the influence of institutional guarantee factors on teachers’ participation in after-school services;the third is to explore the impact of school organizational support on teachers’ participation in after-school services,from after-school service resource management,training mechanism,evaluation mechanism,etc.Organizing management activities to interpret the multidimensional dilemma of teachers’ participation in after-school services.In summary,this paper analyzes the influencing factors and mechanisms of primary school teachers’ teaching participation in after-school services based on the three levels of teachers’ individual,institutional guarantee,and organizational support.Through the understanding of the motivation and current situation of primary school teachers participating in after-school services,it is found that primary school teachers face multiple difficulties at the personal level,organizational level and system level when participating in after-school service activities,which leads to the enthusiasm of primary school teachers to participate in after-school services.And the quality of service is not high.Therefore,in order to motivate primary education teachers to actively participate in after-school services,the government and schools need to put forward corresponding strategies from three aspects: personal development,institutional guarantee,and organizational support.In terms of school system and organization,a reasonable education cost sharing mechanism should be established,a multi-channel after-school service teacher recruitment and training mechanism should be established,and the after-school service process management and quality assessment mechanism should be improved.At the same time,in terms of teachers’ individual development,teachers should improve their understanding of after-school services,build a high-quality after-school service teacher team,and solve the dilemma of teacher development.