县域小学教师非教学负担类型及生成机制研究

A Study on the Types and Generation Mechanisms of Non-Teaching Burdens of County-Level Primary School Teachers

摘要: 我国中小学教师的减负政策在持续推进，但“减负不绝负”成为当前政策执行中的难点问题。本文基于国际经典的繁文缛节理论，以某教育大省Y县为典型个案，通过问卷调查与深度访谈，系统考察了县域小学教师非教学负担的表现形态与生成机制。研究发现，县域小学教师面临的非教学负担包括行政性负担、社会性负担和衍生性负担。三类负担因政策目标模糊、组织形式化放大和个体被动遵从的叠加而导致难以根绝。本文在经典的始生型与演化型繁文缛节基础上，揭示了衍生性繁文缛节的“再生产”特性。研究结果揭示了县域小学教师减负政策执行难的制度基础，也为提升减负政策的执行效果提供了思路。

Abstract: Although policies aimed at reducing the burden on primary and secondary school teachers in China are continuously being promoted, the issue of “reducing without eliminating” has emerged as a key challenge in their implementation. Based on classic international theories of red tape, this paper takes County Y in a major educational province as a typical case study. Through questionnaire surveys and in-depth interviews, it systematically investigates the manifestations and generation mechanisms of non-teaching burdens on primary school teachers at the county level. The study finds that the non-teaching burdens faced by county-level primary school teachers include administrative, social, and derivative burdens. These three types are difficult to eradicate due to a combination of vague policy objectives, the amplification effects of organizational formalism, and passive compliance by individuals. Building on the classic concepts of primordial and evolutionary red tape, this paper reveals the “reproductive” characteristic of derivative red tape. The findings reveal the institutional foundation underlying the difficulties in implementing burden-reduction policies for county-level primary school teachers and offer insights for enhancing their effectiveness.