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Current Situation and Governance Paths of Non-teaching Burdens on Primary School Teachers—An Investigation and Analysis Based on T City
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Abstract
Excessive non-teaching burden on primary school teachers has become a prominent bottleneck restricting the high-quality development of basic education. This study took 296 primary school teachers in T City as samples and adopted questionnaire surveys, interviews, and policy text analysis to explore the characteristics, generative roots, and policy implementation effects of their non-teaching burdens. The results show that the burdens are featured by diverse types, serious time occupation, and prominent formalism, with superior task assignment and systematic formalism as core causes. National burden-reduction policies face a “top-heavy and bottom-light” implementation dilemma. Accordingly, the study constructs a systematic governance path from system improvement, technological empowerment, and subject collaboration, proposing specific strategies such as “double list” management, digital platform construction, and home-school-community collaboration, so as to help teachers return to teaching and educating and build a sound educational ecology.
Keywords
Primary school teachers; Non-teaching burdens; Current situation investigation; Governance paths; T City
References
Du, Y. M. (2021). A study on the burden reduction mechanism of non-teaching tasks for middle school teachers based on grounded theory. Journal of Educational Studies, 17(4), 89-97.
Gao, C. (2023). The causes and governance paths of non-teaching burdens of rural primary school teachers. Journal of Teaching and Management, (15), 56-59.
Li, X. (2019). A study on the current situation and influencing factors of primary and secondary school teachers’ working time allocation. Educational Science Research, (8), 65-71.
Li, Z. X. (2017). A survey report on “reducing teachers’ non-teaching work”. Educational Research and Review, (4), 74-79.
Qiao, L., & Zhu, S. J. (2020). The current situation and coping strategies of primary and secondary school teachers’ work pressure. Teacher Education Research, 32(3), 78-84.
Qiao, X. (2021). A qualitative study on the non-teaching burden of primary school teachers (Master’s thesis, Shandong Normal University, Jinan).
Zhang, J. J. (2022). The connotation, types and governance paths of teacher burden. Educational Research, 43(5), 89-98.
Zhong, J. L., Zhuang, Y. F., & Zhou, C. W. (2023). A study on the changes of primary and secondary school teachers’ working time under the “double reduction” policy. Journal of The Chinese Society of Education, (S1), 123-124.
How to cite this paper
Current Situation and Governance Paths of Non-teaching Burdens on Primary School Teachers—An Investigation and Analysis Based on T City
How to cite this paper: Cuihong Huo, Weidong Zhang, Jing Lan, Mingyuan Wang. (2025). Current Situation and Governance Paths of Non-teaching Burdens on Primary School Teachers—An Investigation and Analysis Based on T City. The Educational Review, USA, 9(10), 856-861.
DOI: http://dx.doi.org/10.26855/er.2025.10.005
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