Understanding EFL Teachers’ Occupational Anxiety under Double Reduction Policy

Abstract

This study investigates the impact of China’s Double Reduction policy on the occupational anxiety (OA) and well-being of English as a Foreign Language (EFL) teachers in secondary schools in Shenzhen. Through interviews with six EFL teachers, the research identifies three main sources of increased workload: the introduction of after-school services, changes in homework design, and the expansion of teaching content. The findings reveal that these changes have led to significant stress, role ambiguity, and pressure from both parents and educational institutions. Despite the policy’s intent to reduce student workload, teachers reported an increase in their responsibilities, resulting in heightened OA and job dissatisfaction. The study also explores coping strategies, such as rest, relaxation, and institutional support like collective lesson planning and flexible work arrangements. However, it underscores the importance of systemic interventions, including professional development and clear policy implementation, to alleviate teacher stress. The research highlights the critical need for comprehensive support systems to safeguard teacher well-being and ensure the effective implementation of educational reforms.