%0 Journal Article
%T “双减”政策下教师课后服务的心理困境与激励机制研究
Research on the Psychological Dilemma and Incentive Mechanism of Teachers’ After-School Services under the “Double-Decrease” Policy
%A 李嘉文
%A 车丽萍
%J Advances in Psychology
%P 342-348
%@ 2160-7281
%D 2025
%I Hans Publishing
%R 10.12677/ap.2025.151042
%X “双减”政策下中小学课后服务取得了飞速的发展。学校教师作为课后服务的工作主体，促进课后服务实现高质量发展，但同时存在着教师幸福感减弱，满意度下降，产生职业倦怠感的心理困境。基于心理学领域的自我决定理论、社会交换理论和期望理论，本文探讨教师在课后服务中的心理适应问题，并提出相应的激励机制，以期消解教师因承担过量课后服务所产生的心理负担，增强教师的归属感与认同感，建立可持续发展的高质量课后服务体系。
After-school services in primary and secondary schools have made rapid development under the “double reduction” policy. As the main body of after-school service, school teachers promote the high quality development of after-school service, but at the same time, there is a psychological dilemma that teachers’ happiness is weakening, satisfaction is decreasing, and a sense of burnout occurs. Based on the self-determination theory, social exchange theory and expectation theory in the field of psychology, this paper explores the psychological adaptation problems of teachers in after-school services and proposes corresponding incentive mechanisms, with a view to dissolving the psychological burdens of teachers due to the overload of after-school services, enhancing the sense of belonging and identity of teachers, and establishing a high-quality after-school service system for sustainable development.
%K 课后服务，
%K 心理困境，
%K 自我决定理论，
%K 期望理论，
%K 激励机制
After-School Service
%K Psychological Dilemma
%K Self-Determination Theory
%K Expectancy Theory
%K Incentive Mechanism
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=106579