Current Situation and Governance Paths of Non-teaching Burdens on Primary School Teachers—An Investigation and Analysis Based on T City

Excessive non-teaching burden on primary school teachers has become a prominent bottleneck restricting the high-quality development of basic education. This study took 296 primary school teachers in T City as samples and adopted questionnaire surveys, interviews, and policy text analysis to explore the characteristics, generative roots, and policy implementation effects of their non-teaching burdens. The results show that the burdens are featured by diverse types, serious time occupation, and prominent formalism, with superior task assignment and systematic formalism as core causes. National burden-reduction policies face a “top-heavy and bottom-light” implementation dilemma. Accordingly, the study constructs a systematic governance path from system improvement, technological empowerment, and subject collaboration, proposing specific strategies such as “double list” management, digital platform construction, and home-school-community collaboration, so as to help teachers return to teaching and educating and build a sound educational ecology.