幼儿园教师工作负担现状及对策研究

幼儿园教师工作负担现状及对策研究摘要党的二十大报告强调加快建设高质量教育体系，学前教育作为国民教育体系的重要基石，其教师队伍的高质量建设面临工作负担过重的现实挑战。本研究以杭州市662名幼儿园教师为研究对象，采用由《OECD国际学前教育教师调查问卷》改编的《教师专业发展问卷》，结合文献研究与量化分析方法，系统探讨教师工作负担的现状及影响因素。研究发现：(1)非教学任务构成核心压力源，行政事务占教师工作时间的65%，部分教师需投入60%以上时间处理填表、会议等事务性工作，严重挤占备课、幼儿互动等核心任务：(2)制度性身份加剧负担分化，高学历教师（本科及以上）因承担教研设计、行政协调等复合型任务，周均工作量显著高于低学历群体（差异达20-29小时），终身制教师因“稳定性换责任”的隐性契约，客观负荷显著高于非固定合同教师（均值差23小时/周)；(3)主客观负担呈现非对称性，资深教师(5年以上)通过经验资本化(如教案复用、高效沟通)实现“高负荷-低压力”状态，而初任教师(0-5年)因资源匮乏承受更高主观压力，但高学历群体通过认知重构（如将行政事务视为成长阶段）维持主观压力与低学历群体无显著差异。针对以上问题，提出以下建议：优化任务分配机制，建立弹性任务认领制度，剥离冗余行政事务至专职岗位，并搭建经验共享平台与心态调适训练体系。研究局限在于样本集中于浙江省，未来需拓展城乡及多区域对比，结合混合研究方法追踪政策实效性，构建“监测-反馈-调整”的减负机制，为学前教育高质量发展提供科学支持。关键词：幼儿园教师：工作负担：压力管理ABSTRACTThe report of the 20th National Congress of the Communist Party of China emphasizesthe need to accelerate the development of a high-quality education system.As a cornerstoneof the national education system,the high-quality development of preschool education facesthe practical challenge of excessive workloads among kindergarten teachers.This studyinvestigated 662 kindergarten teachers in Hangzhou using the OECD International Survey onEarly Childhood Education Teachers (Starting Strong Survey),combined with literatureresearch and quantitative analysis,to systematically explore the current status and influencingfactors of teachers'workloads.Key findings include:(1)Non-teaching tasks constitute thecore stressor,with administrative duties (e.g.,form-filling,meetings)occupying 65%ofteachers'working hours.Some teachers spend over 60%of their time on such tasks,severelyencroaching on core responsibilities like lesson preparation and child interaction.(2)Institutional roles exacerbate workload disparities:highly educated teachers (bachelor'sdegree or higher)bear heavier weekly workloads(20-29 hours more than less-educated peers)due to composite tasks such as curriculum design and administrative coordination,whiletenured teachers,bound by an "implicit contract of stability for responsibility,"facesignificantly higher objective workloads than non-permanent contract teachers (meandifference:23 hours/week).(3)Asymmetry exists between objective and subjective burdens:veteran teachers (16+years of experience)achieve a "high-load,low-stress"state throughcapitalization of experience (e.g.,lesson plan reuse,efficient communication),whereas noviceteachers (0-5 years)endure higher subjective pressure due to resource scarcity.However,highly educated teachers maintain subjective stress levels comparable to less-educated peersthrough cognitive reframing (e.g.,viewing administrative tasks as developmental stages).Recommendations include optimizing task allocation mechanisms,establishing flexible taskassignment systems,offloading redundant administrative tasks to specialized roles,andbuilding experience-sharing platforms and stress-management training.Limitations includethe geographic focus on Hangzhou;future studies should expand to urban-rural andmulti-regional comparisons,adopt mixed-methods research to tr