“双减”背景下小学课后服务教师满意度模型实证分析

An Empirical Analysis of Teachers’Satisfaction of After-class Services of Primary School under the Background of“Double Reduction”

“双减”政策背景下,课后服务在很大程度上缓解了小学生家长的“三点半之难”,但课后服务面临着教师积极性不够、情绪劳动压力加剧、服务质量不高等困难与挑战。本研究构建了小学课后服务教师满意度模型并进行实证分析,结果表明:教师对课后服务的抱怨水平较高,对课后服务的满意度处于中等程度水平;教师期望通过教师感知质量和感知价值的完全中介对教师满意度产生影响,教师期望通过教师感知质量、教师感知价值、教师满意度和教师抱怨对教师拥护产生影响;而教师期望对教师满意度、教师拥护均无直接影响作用。最后,基于课后服务教师满意度模型提出了提升课后服务教师满意度和教师拥护的建议,以期为优化课后服务设计、提高服务质量以促进学生全面健康成长发展提供理论与实践指导。

After-class services,to a large extent,help parents of primary school pupils tackle the so-called“P.M.3:30+headache”under the background of“double reduction.”These services,however,face their own difficulties and challenges,such as low motivation from the teachers,increased pressure from emotional labor and poor service quality.This study constructs a teacher satisfaction model for such after-class services and conducts an empirical analysis on this model.The results show:1)complaint from the teachers towards after-class services is at a high level while satisfaction for said services at an in‐termediate level;2)teachers’expectation influences teacher satisfaction through the complete mediation of teacher perceived quality and perceived value and influences teacher support through teacher per‐ceived quality,teacher perceived value and teacher satisfaction;and 3)teachers’expectation does not di‐rectly influence teacher satisfaction or teacher support.The paper finally suggests measures to enhance teacher satisfaction and teacher support to after-class services based on the model of teacher satisfaction towards after-class services,hoping to help optimize after-class service design and improve service quali‐ty to provide both theoretical and practical guidance regarding comprehensive,healthy growth of the pu‐pils.