Long working hours

People who don't understand the profession of teachers often mistakenly think that teachers only have 2-3 classes a day, as well as weekends, winter and summer vacations, and have a lot of rest time, but this is not the case.

According to a survey conducted by the research group of the National Social Science Fund, the average weekly working time of primary and secondary school teachers in China is 54.5 hours. Among them, teachers work in school for 9 hours every day on average, 1.5 hours every night on weekdays and 2 hours on weekends. Many teachers get up at 6: 30 in the morning, attend classes and study by themselves in the evening. They are busy until the evening 10, and they have to prepare lessons for 2 hours before falling asleep in the early hours of the morning.

After being tired for such a long time, many teachers are in a state of extreme fatigue and exhaustion, and their quality of life is affected, and their professional happiness will naturally not be high. The teacher is very tired! This is not only the common feeling of many primary and secondary school teachers, but also an important reason why many teachers are unwilling to let their children be teachers.

2

Non-teaching tasks are heavy.

Classroom teaching is the job of primary and secondary school teachers, but in reality teachers often undertake a lot of non-teaching tasks. The survey shows that primary and secondary school teachers spend less than a quarter of their total working hours in classroom teaching.

Some of these non-teaching tasks are teaching-related auxiliary work, such as teaching planning and preparation, teaching evaluation, teaching reflection, after-class counseling, student and class management, organizing students' extracurricular activities, teaching and research activities, attending lectures and evaluating classes, and participating in various learning, training and competitions. Others are all kinds of administrative auxiliary work, such as attending various business meetings, participating in routine school affairs, all kinds of paperwork, coordinating teacher-student relations and home-school relations, organizing parent-teacher meetings, and preparing for inspection and acceptance by superiors.

Such complicated affairs make teachers bear unimaginable pressures and burdens, and teachers' professional happiness is naturally greatly affected.

three

Students are difficult to manage.

Teachers usually have a lot of work to do, and especially hope that students in the class can worry about themselves, but it often backfires. Students are late, don't obey classroom discipline, don't do homework, skip class, fight, make up, have puppy love, and have conflicts with other teachers ... Students' various problems make teachers cry. At present, teachers have limited means to discipline students, so they can't punish students. Even if they criticize students, they should be measured. Over time, they are helpless and become more and more irritable.

What's more, today, large class teaching is still the mainstream. There are 50-70 students in a class, so it is difficult to maintain class order. Teachers often have no energy to care about the problems of individual students. Most of today's children are only children, who have been spoiled since childhood and have a strong personality. Not only do they disobey the teacher's disciplinary behavior, but sometimes they confront it, which makes the teacher very depressed. Coupled with the examination of enrollment rate, scores and other indicators, it has brought great pressure to teachers' work, and few teachers have the energy to concentrate on educating people. All the above reasons affect teachers' professional happiness.

four

Parents don't cooperate.

Although teachers and parents are collaborators and fellow travelers on the road of students' growth, some parents do lack a sense of responsibility. After sending their children to school, they feel that the teacher should be responsible for everything of the children, except academic performance, as well as personality, habits and safety ... The responsibility of family education has been passed on to the teacher.

Although this type of parents usually ignore their children, once the expectations of their children are not realized, they criticize and blame the teachers, do not reflect on their own problems, and put the blame on the teachers, regardless of their overloaded work. It is impossible to give too much energy to a single student. School disturbances created by parents are frequently reported in newspapers, and some incidents even make teachers feel humiliated, chilling, and their professional happiness is gone.

five

Safety responsibility is heavy.

It is indisputable that ensuring the safety of students is the basic obligation of the school. However, in terms of students' safety, faced with the situation of great concern and strict accountability of the whole society, the primary education system, especially the school administrators, are all trembling and treading on thin ice, and safety work occupies a considerable part of teachers' work energy.

The boundary of safety responsibility between schools and teachers is not clear. Everything is focused on "don't have an accident", making teachers become nannies and security guards. They dare not take breaks and take turns to be on duty for fear that students will have safety problems. The "captive" education model is becoming more and more popular, and confrontational sports and outings are avoided. Lide Shu Ren, teaching and educating people became "dancing in chains". Overwhelmed with the pressure of safety responsibility, teachers remain silent in educating people, and their professional happiness is also affected.

six

It is difficult to promote professional titles.

The problem of professional titles has always been a strong concern of teachers, because teachers' professional titles actually play a "watershed" role among teachers. Teachers' professional titles are closely related to salary, development opportunities and workload, which is very attractive to every teacher.

On the other hand, the number of teachers' titles is limited and the threshold is very high, and the fairness of the selection process has always been controversial. Rural and primary school teachers are often at a disadvantage when obtaining professional titles. Professional titles are like career gaps, which make the gap between teachers bigger and bigger. Teachers who have not been evaluated for many years often have a strong sense of loss.

In recent years, the evaluation of teachers' professional titles has been gradually reformed, such as "one-vote veto" for unqualified teachers' ethics; Don't take the paper as a restrictive condition; It is necessary to increase the inclination of front-line teachers, especially rural teachers; Among the senior teachers who have passed the evaluation, the administrative leadership positions of schools and teaching and scientific research institutions shall not exceed 30% in principle. However, the effect of the reform needs time to verify. Most teachers are still in a wait-and-see state, and their professional happiness has not been improved immediately.

seven

Income and effort do not match.

In the final analysis, a teacher is a profession. Teachers are also laborers. They also need to support their families, be filial to their parents, educate their children and buy cars and houses. It is also human nature that teachers are eager for higher income and treatment. But in reality, there is often a big gap between teachers' income and psychological expectations.

With the development of education, people's social expectations and requirements for teachers are getting higher and higher, but the speed of improving teachers' treatment has not reached the expectations of most teachers. The feeling of "paying more and getting less" makes many front-line teachers psychologically unbalanced, which has a great influence on their work enthusiasm and professional happiness.

Perfecting the long-term mechanism of teachers' salary guarantee, achieving steady growth and ensuring that the salary level of local civil servants is not lower than or higher than that of local civil servants is one of the key points of education reform. Only by perfecting the incentive and restraint mechanism of salary distribution that conforms to teachers' professional characteristics, giving full play to the incentive-oriented role of performance pay and making teachers' work more decent and dignified can teachers' professional happiness be effectively improved.

eight

Society is too harsh.

People often say that teachers are the noblest profession in the world. Teachers are the labor of spreading knowledge, thoughts and truth, shaping soul, life and people, and should be respected. But what teachers often feel is not the social status that matches their professional responsibilities, but the unrealistic requirements for teachers.

A century-long plan, education-oriented. Teachers are the foundation of education. The importance of teachers in the process of students' growth is self-evident, but it does not mean that teachers should be omnipotent and all-encompassing. The society endows teachers with many auras, which is certainly an affirmation of teachers' professional value, but it also leads to the harsh attitude that the public often demands teachers by the standards of saints and does not allow teachers' thoughts and behaviors to be flawed. Negative reports on teachers often lead to overwhelming criticism from public opinion.

This harsh attitude ignores teachers' humanity, which is not only not conducive to improving teachers' enthusiasm for work, but also causes great psychological pressure on teachers. Teachers' behavior is examined under a magnifying glass, which makes many teachers cautious and prudent in their work, losing their enthusiasm and vitality, and their professional happiness is naturally not high.