“Thriving” or “Retreating”: A Qualitative Study on Chinese Rural Teachers’ Workload and Job Crafting Mechanism

doi:10.16382/j.cnki.1000-5560.2023.09.003

Abstract

Abstract:

Drawing upon the job demand-resource model, this study investigated rural teachers’ workload and job crafting mechanisms through interviewing 16 rural teachers in hard-to-staff schools in remote underdeveloped areas in China. The results indicated that rural teachers were confronted with challenges such as long working hours, teaching multiple subjects, out-of-field teaching and dealing with administrative works. Although rural teachers faced unique challenges, they could utilize different job crafting strategies in different conditions to redesign their jobs. The study has revealed the intricate nature of rural teachers’ workload and how rural teachers’ crafting strategies can change their jobs and lead to different outcomes.

Key words: rural teachers, work time, workload, job demand--resource model, job crafting

Qiong Li, Yiwen Lin, Qing Wang, Songli Wang. “Thriving” or “Retreating”: A Qualitative Study on Chinese Rural Teachers’ Workload and Job Crafting Mechanism[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 38-55.

Figures/Tables 7

References 0

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编号	性别	教龄	职务	地区	学校类型	发展结果
P1	女	8	教师	西部	村小	积极留任
P2	女	5	教师、副校长、会计、总务	西部	村小，寄宿	积极留任
P3	女	4	教师	西部	中心小学	消极留任
P4	男	18	教师、学校办公室主任	西部	村小，寄宿	积极留任
P5	女	10	教师	西部	村小	消极留任
P6	女	4	教师	西部	中心小学，半寄宿	离开乡村
P7	女	4	教师	西部	初中，寄宿	离开乡村
P8	男	6	教师、校长助理	中部	中心小学，半寄宿	积极留任
P9	男	4	教师	中部	村小	消极留任
P10	女	6	教师	中部	初中，寄宿	离开乡村
P11	女	25	教师、教科室主任	中部	乡镇小学	积极留任
P12	女	6	教师	中部	村小	离开乡村
P13	男	9	书记、教师	西部	中心小学，寄宿	离开乡村
P14	女	6	党支部书记、校长、教师	中部	初中，寄宿	积极留任
P15	男	7	校长、教师	西部	村小，寄宿	积极留任
P16	女	5	校长、教师	中部	村小	积极留任

类别	分类别	具体编码示意	访谈节选
工作要求（JD）	阻碍性（JD-P）	工作要求——阻碍性——教多个科目（JD-P-MULTISUBJ）	“我刚开始来这个学校的时候，就分配我去教初三，带两个毕业班的数学，和一个非毕业班的物理……那个时候我一度想离开这个行业。”（JD-P-MULTISUBJ-P9）
家庭要求（FD）	抚育子女（FD-EDU）	家庭要求——抚育子女—— 子女上学——（FD-EDU-TL）	“主要是基于孩子未来的发展。对我来说，在什么地方工作，好像都没有太重要。主要是希望能给孩子一个好一点的未来。”（FD-EDU-TL-P10）
工作资源（JR）	专业发展资源（JR-PD）	工作资源——专业发展资源——社会提供的发展资源（JR-PD-SOC）	“在XX组织下面参加了一个月的岗前培训。在那里也积累到了很多的可运用的资源，比如说一些网课，以及一些有力量的朋友，认识了一些名师，从他们那里获取到一些学习的资源。”（JR-PD-SOC-P16）
个人资源（PR）	身体资源（PR-B）	N/A	“反正做了这三年，我觉得已经透支了我的身体。我自己都因为太劳累了，中间还怀孕了，怀孕后面还因为工作量太大……后来流产了。”（PR-B-P11）
工作重塑（JC）	工作重塑—认知（JC-COG）	工作重塑—认知——工作难度重估（JC-COG-DV）	“对于我来说，生病这些都不是困难，我都没有什么问题……就觉得我就喜欢做这件事情（JC-COG-DV-P16）
工作结果（JO）	积极留任（JO-QRETENTION）	N/A	“其实我当老师还是蛮喜欢的，现在感觉比较累一点而已，但是这个职业我还是很喜欢。”（JO-QRETENTION-P11）

工作重塑策略			定义	访谈案例示意
获取取向	行为	工作角色扩充	对工作要求的主动承担行为	班主任没有说自愿的……我们作为年轻人想锻炼自己……做班主任能够锻炼自己（P6）
		工作资源获取	对工作资源的主动获取	我也一直在努力地提升自己，去申请各种各样的培训（P11）
	认知	工作难度重估	对工作要求难度的重新评估	这个暑假我搞了很多场讲座……我没有觉得很苦，很难（P16）
		工作意义赋予	对工作要求意义的重新赋予	其实老师都抱怨……但是探讨之后，也乐意去做这个事情，觉得是要改变一下现状（P15）
回避取向	行为	工作角色削减	对高工作要求做出回避行为	工作量比较大……所以我这个学期就辞去了教科室主任的岗位（P11）
		工作资源回避	对缺乏资源的工作或工作资源做出回避行为	老教师……对于新的多媒体设备不会也不想去学习（P14）
	认知	工作动机降低	对高工作要求产生回避或消极的想法	感觉选择教师这个行业就是为了养老金……现在就是生气少一点，活得久一点，就是赚一点（P3）
		工作资源重估	对缺乏资源的工作或工作资源产生回避想法	这个行业只能说比较稳定，但是在物质这一块真的比较匮乏，所以我们可能也会去选择其他行业（P9）

[1]	Yige Yang, Fuquan Huang, Zishan Liang. Effects of Reduction on Teacher’s Teaching Load in the Lesson Development of AI-Led Instruction: A Pilot Study [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 46-62.
[2]	Huan Song. A Time Sociological Analysis on Teachers’ Workload [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 1-15.
[3]	Huan Song, Jianjian Wu. The Generation Mechanism of the Primary and Secondary School Teachers’ Workload in China [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 16-37.
[4]	Shenji Zhou, Miao Xu, Heng Wang. Primary Female Teachers’ Workload, Work-family Interference, Affective Commitment, and Turnover Intention: Structural Equation Modeling from a Realist Social Theory Perspective [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 56-70.
[5]	Yanling Wang. The Change of Influencing Factors of Rural Teachers’ Turnover Intention: The Comparison before and after the Implementation of the Rural Teachers Support Plan of Yunnan Province (2015—2020) [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 85-99.
[6]	Shanhuai Liu, Shuang Wang, Xiuhong Zhu. Research on the Decision Mechanism of Rural Teachers’ Salary Income under the Rural Revitalization Strategy [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(6): 1-15.
[7]	Xiuhong Zhu, Shanhuai Liu, Shuang Wang. The Policy Logic, Implementation Trap and Reform Logic of the Construction of Rural Teachers under the Rural Revitalization Strategy [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(6): 16-30.
[8]	Yuanyuan Zhang, Fangfang Xue. Pre-compensation or Post-incentive: Research on the Breach of Contract by Rural-oriented Normal Students under the Rural Revitalization Strategy [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(6): 44-56.
[9]	Zhengde Xiao. An Analysis on the Influencing Factors of Rural Teachers’ Willingness of the Role Play of New Rural Sages in the Rural Revitalization Strategy [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 92-106.
[10]	Guoqiang Li, Zhiyuan Li. The Fitting Strategy of Inter-school Exchange Between Urban and Rural Teachers: An Investigation Based on “Person-Organization Fit” [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(4): 83-95.
[11]	WANG Yanling, LI Huiqin. An Empirical Analysis of Rural Teachers' Intention of Turnover: Based on the Survey in Yunnan Province [J]. Journal of East China Normal University(Educationa, 2017, 35(3): 134-141+173.
[12]	YANG Xin,SONG Nai-Qing. A Multi-analysis of Students’ Workload: a Case Study of Nine Provinces and Cities [J]. Journal of East China Normal University(Educationa, 2016, 34(2): 52-61.