Strengthening After-School Services: Addressing Teacher workload and Incentives Under “Double Reduction”
The “double reduction” policy, implemented in nearly 210,000 compulsory education schools across China in 2021, has successfully alleviated academic pressure on students, allowing them more time for extracurricular activities. Tho, this shift has placed a notable burden on teachers, prompting calls for enhanced support and incentives.Ma Hengyan, a National People’s Congress deputy and party branch secretary of Yinchuan No. 21 Primary School, highlights the need for policy adjustments to address the challenges faced by educators under the “double reduction” framework.
“While the policy has brought tangible benefits to students, freeing up time for pursuits like music, sports, and art, it has also led to a substantial increase in teachers’ workload and extended school hours,” Ma Hengyan explains.
The Strain on Teachers: Extended Hours and Complex Logistics
Ma Hengyan emphasizes the demanding nature of after-school services, requiring teachers to invest considerable time and energy in lesson planning, instruction, and student supervision.
At Yinchuan No. 21 Primary School, with 96.4% of its 2,975 students participating in after-school programs, the logistical complexities are evident. The diverse range of club choices and fluctuating student attendance create administrative challenges for teachers, who must dedicate significant time to managing registrations and ensuring smooth operations.Addressing Practical Concerns: Meal Provisions and Financial Support
Beyond workload concerns, Ma Hengyan points to the need for practical solutions to address student well-being. The timing of delayed services, frequently enough coinciding with dinner time, raises concerns about student hunger and concentration levels.
while the Yinchuan Development and Reform Commission, Education Bureau, and Finance Bureau have established a fee structure for after-school services, Ma Hengyan acknowledges the potential for conflict between parents and schools regarding service quality and costs.
A Call for Enhanced Incentives and Recognition
To attract and retain dedicated educators, Ma Hengyan advocates for a extensive approach to teacher support, encompassing both financial and non-financial incentives.
She proposes the establishment of a dedicated “after-school service fund” within teacher performance pay, ensuring that funds are allocated based on student enrollment and directly benefit teachers involved in these programs.Furthermore, Ma Hengyan suggests incorporating after-school service participation into professional title evaluations, recognition programs, and performance salary calculations. This recognition, she believes, will not only provide tangible rewards but also foster a culture of gratitude for teachers’ contributions beyond traditional classroom instruction.
“By prioritizing both economic remuneration and meaningful recognition, we can ensure that education remains an attractive and fulfilling career path, attracting and retaining talented individuals committed to shaping the future generation,” Ma Hengyan concludes.
Tackling Teacher Burnout: A Conversation wiht Olympian Michael Phelps
The recent “double reduction” policy in China, designed too ease academic pressure on students by increasing after-school activities, has brought about a new challenge: a surge in teacher workload. Today, we discuss thes implications with legendary Olympic swimmer, Michael Phelps. Michael, thanks for joining us.
Michael: It’s a pleasure to be hear.
Moderator: Michael, you’ve always been an outspoken advocate for youth growth, especially through sports. How do you feel about this policy shift, aiming to encourage a more balanced lifestyle for students?
Michael: I strongly believe in the power of sports and extracurricular activities to foster well-rounded individuals. Giving students more time for pursuits outside academics is crucial for their physical, mental, and emotional health.
moderator: Absolutely. However, Ma Hengyan, a deputy to the National People’s congress, highlights the meaningful strain this policy has placed on teachers who now shoulder the responsibility of these after-school programs.
She cites the logistical complexities of managing registrations, ensuring smooth operations, and the extended hours required for planning and supervision, often coinciding with dinner time for students. Is there possibly a disconnect between the intention of the policy and it’s practical execution?
michael: That’s a valid concern. While providing more opportunities for students is great, it shouldn’t come at the cost of teacher burnout. It’s crucial to recognize that teachers are not just educators; thay are mentors, caregivers, and role models for these students. Passion and dedication can onyl go so far if they are constantly overworked and underappreciated.
Moderator: Ma Hengyan suggests a multifaceted approach to address this: establishing an “after-school service fund”, incorporating hours spent in these programs into performance evaluations and recognition programs, and linking salary increases to participation in after-school activities. Do you think these measures are sufficient, or do we need a more radical shift in how we value and support educators?
Michael: These are definite steps in the right direction. Recognizing and recompensing teachers for their extended efforts is crucial. But beyond financial incentives, I believe we need a cultural shift – a society-wide thankfulness for the vital role teachers play in shaping the future generation.
It’s not just about throwing money at the problem but creating a supportive ecosystem where teachers feel valued, respected, and empowered to do their best work.
Moderator: This is a crucial point, Michael. We often praise athletes for their dedication and hard work, but we sometimes forget that behind every accomplished athlete are dedicated coaches and mentors. Teachers are no different.
Michael: Precisely.
Moderator: Michael,what advice would you give to teachers who are feeling overwhelmed by the demands of the “double reduction” policy?
Michael: my advice is simple: prioritize self-care. Don’t be afraid to seek support from colleagues, administrators, or even mental health professionals. Remember, you can’t pour from an empty cup. Take care of your physical and mental well-being so that you can be the best teacher you can be for your students.
Moderator: that’s wise advice for anyone in a demanding profession.
We thank Michael Phelps for sharing his insights on this importent issue.
We want to hear from you now! Share your thoughts on how we can better support teachers in this evolving educational landscape. Is the “double reduction” policy a step in the right direction, or does it present more challenges than benefits? Join the conversation in the comments below.
