The Formation Mechanism and Solutions for Non-Teaching Burdens of Primary and Secondary School Teachers: A Grounded Theory Study Based on Sichuan Province
DOI:
https://doi.org/10.62051/jhkq0f65Keywords:
Sichuan Province; Non-teaching burden; Primary and secondary school teachers; Formation mechanism.Abstract
The excessive non-teaching burdens of primary and secondary school teachers have become a significant issue restricting the high-quality development of basic education. This study applies grounded theory to conduct in-depth interviews with 23 teachers from 14 primary and secondary schools in Sichuan Province, China, constructing a model of the formation mechanism and alleviation path of teachers' non-teaching burdens. The study finds that external pressures, organizational dilemmas, and role tension jointly contribute to the creation of non-teaching burdens for teachers, which lead to exhaustion of time and energy, perceived burdens, and emotional labor. These burdens give rise to multiple demands for optimizing work tasks and processes, digital reduction of burdens, clarifying boundaries of authority and responsibility, and building educational ecological support systems. From the perspective of teachers as main stakeholders, this study systematically reveals the generation mechanism and pathways of non-teaching burdens, addressing the paucity of micro-level experiential studies in the existing literature. The study suggests the establishment of an entry mechanism for social affairs into schools, optimization of school management processes, and the construction of a collaborative support system between schools, families, and society, providing empirical evidence for improving teacher burden reduction policies.
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