Chinese primary school teachers' working time allocation after the enactment of the Double Reduction policy: A mixed-methods study

This study uses mixed methods to explore Chinese primary school teachers' working time allocation after the enactment of the Double Reduction Policy. Data were collected from 364 questionnaires and six subsequent indepth interviews. Findings reveal that despite having brought about some benefits, the Double Reduction Policy has increased Chinese primary school teachers' working time. Moreover, the teachers' working time is unevenly allocated, with disproportionately more time devoted to subject teaching and less time devoted to professional development. As a result, the nature of the different types of Chinese primary school teachers' working time further affect the teachers' perceived workload and work-related stress. Therefore, it is recommended that teachers recieve greater support and time for their ongoing professional development.

Automated summary

This study explores Chinese primary school teachers' working time allocation after the implementation of the Double Reduction Policy using mixed methods. The findings show that the policy has increased teachers' working time and unevenly allocated it, with more time devoted to subject teaching and less time devoted to professional development. The nature of this allocation further affects teachers' perceived workload and work-related stress. Therefore, the study recommends providing teachers with greater support and time for ongoing professional development.