4月20日，中国教育科学研究院微信公众号发文介绍，近两年，中国教科院课题组针对义务教育阶段1-9年级教师开展“课后服务与教师负担情况调查”，以期摸清课后服务对教师造成负担的真实情况，并提出针对性的改进建议。相关报告已发表于2025年第2期的《中小学管理》上。

The survey covered 6 cities in 0 provinces (autonomous regions and municipalities directly under the central government), including Beijing, Zhejiang, Fujian, Guangdong, Shandong, Jilin and Ningxia, and the survey method was a combination of questionnaire survey and interviews. Teachers teach a wide range of subjects, including Chinese (0.0%), Mathematics (0.0%), English (0.0%), Music (0.0%), Physical Education (0.0%), Art (0.0%), Science (0.0%), Ethics and the Rule of Law (0.0%), and Information Technology (0.0%).

Yin Yuhui, an associate researcher at the Institute of Vocational Education and Continuing Education of the Chinese Academy of Education Sciences, and Wang Yuguo, an associate researcher at the Academic Affairs Office of the Chinese Academy of Education Sciences, believe that the "crowding out effect" of after-school services has led to a significant increase in the burden on teachers.

其中，课后服务是落实“双减”政策的有效途径之一。但当前教师对课后服务减轻中小学生压力的作用认同度较低，认为“课后服务能够减轻中小学生过重负担”的教师占比仅为65.8%。1/3的教师认为课后服务并没有真正减轻中小学生的过重负担。访谈时，有教师指出：“学生早晨8点到校，下午5点半离校，在学校有限的活动空间要待将近10个小时。一方面，学生自由活动的空间受限，不利于孩子成长发育；另一方面，学生在校时间过长，使得家长的有效陪伴时间大幅缩短，也不利于家庭陪伴。”

After-school services are inseparable from the assistance and management of teachers in the school, and the teachers in the school need to be present when the students stay on campus. According to the report, hiring people from outside the school to teach classes can only reduce but not completely replace the work of teachers in school, and after-school services will inevitably extend the working hours of teachers. According to the survey, 3.0% of teachers in schools believe that after-school services have increased their workload. With the in-depth promotion of "double reduction", the requirements for the design and arrangement of after-school homework are clearly "reducing quantity and improving quality", and improving the scientific design of homework and the quality of homework implementation is an important starting point to achieve this requirement. Teachers need to dynamically adjust the total amount of homework and assign homework in different levels to ensure that students at different learning levels can complete their homework in school. To this end, the research group surveyed teachers on assignment management and design. The results showed that 0.0% of the teachers said that they did not have enough time for homework design, which ranked first among the nine major problems in the current homework management and design of primary and secondary schools.

The paper also mentions that the workload of teachers mainly refers to the educational responsibilities borne and undertaken by teachers in school education, the pressure of educational work and occupation, and the costs paid thereby. After the "double reduction", the workload of teachers increased significantly, and 12.0% of teachers said that their workload increased significantly, of which 0.0% and 0.0% said that "a lot more" and "a lot more" were added. 0.0% of teachers worked more than 0 hours in school during the working day, and 0.0% of them had more than 0 hours. After-school services enable students to enjoy better educational services in school for a longer time, but as a result, there is an obvious phenomenon of the transfer of educational burden from parents to teachers, that is, the additional educational burden of parents is reduced, and the burden of teachers at the grassroots level of schools is increased.

After-school services have affected teachers' lives by extending their working hours and increasing the content of teachers' work. According to the report, overwork affects the physical and mental health of teachers. To cooperate with the "double reduction" work and improve the quality of after-school services, teachers need to invest more time to strengthen lesson preparation and improve classroom efficiency; It is necessary to invest time in further study and improve one's professional skills, such as improving one's ability to design assignments. However, the extension of working hours squeezes the time teachers have for their own professional development, creating a conflict between the two parties and causing anxiety among teachers.

According to the survey, 3.0% of teachers believe that "work-related stress affects physical and mental health". Working long hours takes up time in the teacher's family life. 0.0% of teachers felt that they had difficulty fulfilling their family responsibilities better due to their work. In the interview, some teachers admitted that they took care of other people's children, but could not accompany their own children, and there was an imbalance between work and life. The paper mentions that in order to encourage teachers to actively participate in after-school services, schools regard teachers' participation in after-school services as a mandatory option for title promotion and year-end performance evaluation. In order to cope with the evaluation, many teachers can only engage in teaching tasks in non-professional fields, which further increases the workload of teachers, and teachers have to work overtime to complete their work. 0.0% of teachers said that they kept working overtime because of the requirements of their work; 0.0% of teachers said they had had to change their home activity plans due to work-related responsibilities. Therefore, in order to continue to promote after-school services, it is urgent to pay attention to solving the problem of teachers' burden.

According to the survey, teachers' expectations for measures to increase their motivation to participate in after-school services are: first, to reduce non-educational and teaching affairs (3.0%), second, to increase labor income, reflecting the equality of labor income and contribution (0.0%), third, to reform the corresponding evaluation and inspection methods (0.0%), fourth, to obtain more support and understanding from parents (0.0%), and fifth, to allow teachers to exert more autonomy (0.0%). The level of satisfaction of teachers with the special subsidy for after-school services, which is used as compensation for the additional cost of participating in after-school services, reflects the degree of matching between the increased workload and the compensation received. According to the survey, 0.0% of teachers believe that the special subsidy can effectively mobilize their enthusiasm to participate in after-school services, and they are satisfied or very satisfied with the special subsidy. 0.0% of teachers said fair; The remaining 0/0 teachers were not very satisfied or very dissatisfied with the special subsidy.

The report concludes with a call forIn order to further improve the quality of after-school services, relevant departments need to increase social support from the introduction of off-campus part-time teachers and social public resources.On the one hand, it is necessary to reasonably introduce retired teachers, qualified social professionals or volunteers and other external teachers to enrich the content of after-school services, and at the same time strengthen the communication and coordination between teachers inside and outside the school to form a joint teaching force. On the other hand, social professional institutions will be introduced into the campus, so that professional people can do professional things, such as integrating public resources such as community activity centers, youth palaces, and extracurricular activity venues to participate in the school's after-school service work, so as to provide students with a more diversified learning experience. In addition, alternative ways can be used to actively expand the source of after-school service teachers, such as encouraging internships for normal students, encouraging volunteers and parents with skills to participate, so as to "reduce the burden" on school teachers.

furthermoreTo reduce the burden on teachers and improve their enthusiasm to participate in after-school services, schools need to adjust and optimize the management model according to actual needs.The report mentions that the first is the implementation of flexible working hours. On the premise that teachers ensure that they do not affect the work of the school and ensure that they complete their own work, the school should allow teachers to freely arrange their working hours and adjust the pace of work and life according to their own educational and teaching tasks. The second is to provide time to make up for it. Schools can try to make up for the time of teachers who participate in after-school services, such as implementing systems such as "double reduction leave", "self-rest coupons" and "family leave" to help teachers better balance family and work. The third is to improve the evaluation of teachers. Localities and schools may make teachers' participation in after-school services an important consideration in the evaluation of professional titles, commendations and awards, and the distribution of performance-based salaries, appropriately increasing the proportion of middle and senior positions, and favoring teachers who actively participate in after-school services. Fourth, pay attention to teachers' mental health. Localities and schools should explore the establishment of psychological support systems for teachers, provide psychological counseling and counseling services, and help teachers relieve work pressure and anxiety.

Yin Yuhui and Wang Yuguo also suggested that the pressure on teachers' non-education and teaching tasks should be reduced, the subsidy policy should be actively implemented, and teachers should be encouraged to participate in after-school services. They said that in terms of measures to stimulate teachers' enthusiasm to participate in after-school services, 9.0% of teachers chose the option of "increasing labor income, reflecting the equality of labor income and pay", but only 0.0% of teachers said "satisfied" or "very satisfied" with the existing special subsidy policy for after-school services, reflecting that teachers are still full of expectations for the current after-school service subsidy.