华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (9): 16-37.doi: 10.16382/j.cnki.1000-5560.2023.09.002

• 教师工作负担 • 上一篇    下一篇

我国中小学教师负担生成机制的质性研究

宋萑1,2, 吴健健1   

  1. 1. 教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心，北京 100875
    2. 青海省人民政府—北京师范大学高原科学与可持续发展研究院，西宁 810008
  • 出版日期:2023-09-01 发布日期:2023-08-28
  • 基金资助:
    国家自然科学基金资助面上项目“如何提升教师培养质量：教师教育项目对师范生专业学习及其从教表现的影响效应与机制研究”（71974016）；北京市社会科学基金重点项目“我国在线教师教育体系建设研究”（20JYA001）；中国高等教育学会教师教育分会2020年度重大课题“京津冀教育协同发展背景下大学-政府-学校（UGS）伙伴协作支持教师专业发展机制研究”（20ZSJSJYZG01）

The Generation Mechanism of the Primary and Secondary School Teachers’ Workload in China

Huan Song1,2, Jianjian Wu1   

  1. 1. Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education, Beijing 100875, China
    2. Academy of Plateau Science and Sustainability People’s Government of Qinghai Province & Beijing Normal University, Xining 810008, China
  • Online:2023-09-01 Published:2023-08-28

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摘要：

中小学教师负担过重的问题严重影响我国基础教育发展。然而，目前我国教师负担研究中，对教师如何感知和应对工作负担的讨论有限，也缺乏对教师负担生成过程或机制的揭示。本研究采取质性研究范式，基于对49名中小学教师、校长和基层行政部门负责人的访谈数据，以扎根理论方法论，探索我国中小学教师对工作负担的感知和应对方式，以及教师负担的生成过程。结果表明，我国中小学教师负担有三类：让教师“累也心甘情愿，殚精竭虑以为之”的学科教学负担、让教师感到“辛劳难分份内外，责任与良心使然”的特定角色负担和让教师“耗时再少也心烦，想方设法来糊弄”的增量负担。我国中小学教师负担来源复杂，纵横交错，层层加码，教师负担过重的根源在于基层治理现代化和现代学校制度的缺失，同时也受到数字技术全面渗透、社会教育化等共同形塑，而学校作为组织中介可能为教师负担“做加法”或“做减法”。研究讨论了教师身份对教师感知和应对工作负担的影响，并进一步分析了教师负担的生成机制，以及在教师负担生成过程中的差异性。

关键词: 中小学教师, 教师负担, 教育治理

Abstract:

The problem of the overload of primary and secondary school teachers is undermining the development of Chinese basic education. However, existing studies on teacher workload in China have limited discussions on how teachers perceive and cope with workload, as well as lack insight into the generation process of teachers’ workload. Through grounded theory methodology, this study aimed to explore teachers perceptions and responses to workload, and how Chinese teachers’ workload generate. Drawn on qualitative data from 49 Chinese primary and secondary school teachers, head of grassroots administrative department, the results showed that there were three types of workload of primary and secondary school teachers in China: teaching related workload, which teachers were willing to do even if they were tired, special-role workload, which let teachers feel torn on their responsibilities, and additional irrelevant workload, which teachers hated most. The complex sources of teachers’ workload in China were intertwined and layered, rooted in the absence of modern governance and modern school systems, but also shaped by a combination of digital technology, the educationalization of society. Schools as organisational intermediaries may ‘add’ or ‘subtract’ from teachers’ workload. The impact of teacher identity on teachers’ perceptions of and responses to workload, the mechanisms of teacher workload generation, and the differences in the process of teacher workload generation were discussed.

Key words: primary and secondary school teachers, teachers workload, education governance