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Vol.14, No.1, 2023 1765 

 

 

 

 

The Current State of Teacher Participation in 

After-school Service under the Double Reduction 

Policy and Improvement Suggestions: A Survey of 

9,741 Teachers from 131 Primary and Secondary 

Schools in Beijing 

By Li, G., Li, H. T., Xin, T., & Zhang, S. 
Correspondence to: Sheng Zhang, Beijing Normal University, China. E-mail: 

zsllz@163.com  

HE Opinions on Further Reducing the Burden of Homework and Off-

Campus Training for Compulsory Education Students (also known as 

the Double Reduction policy) released by the Chinese government in July 

2021 stipulate that educational institutions must improve their after-school 

service to meet varied needs of the students. The purpose of this study is to 

examine through a questionnaire survey the current status of teacher en-

gagement in the after-school service, the differences in the participation in 

the service among teachers of distinct professional backgrounds, teachers’ in-

tention of participation and actual involvements in the service, and the fac-

tors restricting teachers’ intention of participation and involvements. 

A survey was conducted on 9,741 teachers from 131 primary and sec-

ondary schools in Beijing. The questionnaire was aimed at gathering infor-

mation about: (i) the teacher’s in-service school backgrounds (grade, school 

district, the educational quality of the school) and professional experience 

(discipline, being the class teacher and/or leader of teaching research group 

or not); (ii) their engagement in after-school service, including attendance at 

the service, type of service, participation intention and actual involvements; 

(iii) factors influencing their participation in the service, such as workload, 

incentives for after-school service, training, school management, and family 

support. 

The analysis of the survey data showed that 91.61% of the teachers 

investigated participated in the after-school service, and the majority of 

tthem had a high level of participation intention and involvement. There were 

significant differences in participation intention and involvements among 

teachers from different schools and with varying professional experience. Is-

sues with after-school service in terms of incentives, management, and work-

loads remain to be addressed. 

 

Source: China Educational Technology, 2023; 2023(4):42-48. 

T 

mailto:zsllz@163.com

