中小学青年教师非教学性负担的形成机制与疏解路径

bstract: Chinas basic education system is undergoing a critical transformation, during which young teachers in primary and secondary schools are facing an increasingly heavy non-instructional workload. This burden has become a significant factor constraining teaching efficiency and educational quality. Drawing on social role theory and employing grounded theory methodology, this study conducts qualitative analysis based on in-depth interviews with 24 young teachers and 150 social media posts. The findings reveal a threefold mechanism underlying the formation of non-instructional burdens: the Web of Expectationsmultiple stakeholders idealized projections create excessive role expectations; the Mirrored Selfidentity fragmentation leads to role confusion and diminished self-recognition; and Bearing the Loadtask overload and misaligned responsibilities result in persistent practical dilemmas. These three forces intertwine to trap young teachers in a cycle of sustained burden. Accordingly, this study proposes a systematic optimization path: reconstructing the Web of Expectations through multi-party collaboration to redefine role expectations; repairing the Mirrored Self by strengthening identity support and clarifying professional boundaries; and alleviating Bearing the Load by streamlining institutional demands and optimizing task structures. The goal is to shift the teacher ecosystem from accumulated burden to organic support, thereby empowering high-quality development in basic education.