Understanding EFL Teachers' Occupational Anxiety under Double Reduction Policy

Abstract

This paper explores the repercussions of China’s Double Reduction policy on the occupational anxiety and overall well-being of secondary school EFL teachers in Shenzhen. Drawing insights from interviews with six participants, the study uncovers three core drivers behind the increased professional burden: the requirement to offer extended after-school services, revised expectations surrounding homework practices, and the integration of broader instructional content. These shifts have contributed to heightened psychological strain, ambiguous professional roles, and intensified pressure from both school administrators and students' families. While the initiative was designed to alleviate academic stress for students, it appears to have inadvertently transferred pressure onto educators, aggravating their anxiety levels and diminishing job satisfaction. The research further outlines the coping mechanisms adopted by teachers, including rest, personal relaxation techniques, and institutional supports such as cooperative lesson design and schedule flexibility. Nevertheless, the study argues that more fundamental changes—such as targeted training opportunities and explicit policy directives—are essential to genuinely mitigate teacher stress. The findings point to an urgent need for systemic support structures to uphold teacher morale and ensure the intended benefits of educational reform are realized.