“双减”政策下小学教师职业倦怠的生成机制与应对策略——基于扎根理论的探索

The Generation Mechanism and Coping Strategies of Primary School Teachers’ Job Burnout under the “Double Reduction” Policy—An Exploration Based on Grounded Theory

摘要: “双减”政策在有效减轻学生与家长负担的同时，也显著增加了小学教师的工作压力与职业挑战。为探究“双减”对教师职业倦怠的影响机制，基于扎根理论，对20名小学一线教师进行半结构式访谈。研究发现，“双减”政策从组织因素(如工作量激增、形式主义事务)、认知因素(如角色冲突、能力焦虑)与情感因素(如情绪耗竭、成就感降低)三个维度对教师职业倦怠产生显著影响。为此，文章从多元主体视角提出缓解路径：教师层面需加强自我调适与专业发展，学会劳逸结合；学校层面应优化管理，营造支持性环境，破除形式主义壁垒；国家层面需健全课后服务机制，推动家校社协同，完善谏言渠道，从而缓解政策变迁带来的负面效应，促进教师队伍稳定与教育事业可持续发展。

Abstract: The “double reduction” policy not only effectively alleviates the burden on students and parents, but also significantly increases the work pressure and professional challenges for primary school teachers. To explore the mechanism of the “double reduction” policy on teachers’ job burnout, based on grounded theory, 20 primary school front-line teachers were interviewed using a semi-structured approach. The study found that the “double reduction” policy has a significant impact on teachers’ job burnout from three dimensions: organizational factors (such as increased workload, formalism affairs), cognitive factors (such as role conflict, ability anxiety), and emotional factors (such as emotional exhaustion, reduced sense of achievement). Therefore, the article proposes mitigation paths from a multi-subject perspective: at the teacher level, they need to strengthen self-adjustment and professional development, and learn to balance work and rest; at the school level, they should optimize management and create a supportive environment, break through formalism barriers; at the national level, they need to improve after-school service mechanisms, promote home-school-community collaboration, and improve feedback channels, so as to alleviate the negative effects brought by policy changes, promote the stability of the teaching staff and the sustainable development of the education cause.