教师在社会实践场所中扮演着许多不同角色，这些角色由国家制度和社会期望赋予，当教师无法平衡这些不同角色时，相互之间就会产生冲突。在双减政策实施以后，教师面临着新的要求，比如需要更加科学的管理作业，需要提供课后服务等，而这些新的要求对教师来说也是一种挑战。因此，当教师无法平衡这些工作所需要投入的时间时，就会产生冲突，这种冲突的本质是角色冲突。在以往的研究中，大量的结果表明教师的角色冲突会影响教师的工作情况、心理状态和专业发展，并给他们带来降低工作认同以及职业倦怠等消极后果。因此，在教育部明确提出为教师减负和双减政策的社会背景下，本文对中小学工作时间现状进行调查研究，针对不同群体的中小学教师，分析其工作时间差异；并以角色理论为基础，进一步探究双减政策下影响中小学教师工作时间的因素。期望结果能够为双减政策下中小学教师工作时间管理制度提供参考依据，促进工作时间结构合理化。本研究通过问卷调查对双减政策下河南省418位义务教育阶段教师进行调查，通过对数据的分析，研究发现：

（1）教师的工作时间长度较长，教学占比较低。在双减政策实施以后，教师面临着新的要求和新的竞争压力，承担多个工作角色，如教学者，课后活动组织者，评价者，教研者，行政管理者，家长沟通者，规划者。

（2）教师的工作时间存在群体差异。

在工作领域，学校区域在在教学相关时间维度，日常管理时间维度，学生个体指导时间维度，周总工作时间维度上存在显著差异；学段在教学时间维度，日常管理时间维度存在显著差异；担任班主任与否在教学时间，学生个体指导时间维度上存在显著差异；担任行政职务与否在教学时间维度，日常管理时间维度上存在显著差异。个人背景因素中，性别在在教学相关时间维度上存在显著差异；学历在教学时间维度，周总工作时间维度维度存在显著差异；教龄在各个维度均产生差异。

（3）教师的工作时间是受到多种因素的影响的，比如学校区域，学段，教师个人背景等，本研究进一步探究中小学教师工作时长、工作时间各维度的影响因素，研究发现：在教学时间维度上，学校区域，行政兼职情况和教龄对教师教学时间维度存在显著影响；在教学相关时间维度上，学校区域对教学相关时间存在显著影响；在日常管理时间维度上，学校区域，兼职行政职务对教师日常管理时间有显著影响；在学生个体指导相关时间维度上，学校区域，担任班主任与否有显著影响；在周总工作时间维度上，学校区域，班主任与否和教龄对周总工作时间有显著影响。   

教师工作时间和角色扮演的变化是教师个体发展和教育环境变化的反映，需要从多个方面进行全面的分析和研究。

基于调查分析结果，本研究从教育行政部门，学校管理，教师个人三个方面提出科学管理教师工作时间政策：第一，科学制定双减政策，完善绩效工资制度，加强对教师工作时间的研究；第二，建立健全的评价制度，实行弹性工作制；第三，提高工作效率，促进专业发展。

Teachers play many different roles in social practice, which are endowed by the national system and social expectations. When teachers fail to balance these different roles, conflicts will arise between them. After the implementation of the double-reduction policy, teachers are faced with new requirements, such as more scientific homework management and after-school services. These new requirements are also a challenge to teachers. Therefore, when teachers are unable to balance the time commitment required for these jobs, conflict arises, and the essence of this conflict is role conflict. In previous studies, a large number of results have shown that teacher role conflict will affect teachers' work situation, mental state and professional development, and bring negative consequences such as reduced job identity and job burnout. Therefore, under the social background that the Ministry of Education has clearly put forward the policy of reducing teachers' burden and double reduction, this paper investigates and studies the current situation of working hours in primary and secondary schools, and analyzes the differences of working hours among teachers in different groups. Based on the role theory, this paper further explores the factors that affect the working hours of primary and secondary school teachers under the double reduction policy. It is expected that the results can provide reference for the working time management system of primary and secondary school teachers under the double reduction policy and promote the rationalization of working time structure. This study investigated 418 compulsory education teachers in Henan Province under the double-reduction policy through a questionnaire survey. Through data analysis, the research found that:

(1) The working hours of teachers are long, and the proportion of teaching is relatively low. After the implementation of the double-reduction policy, teachers are faced with new requirements and new competitive pressure, and assume multiple job roles, such as teacher, after-school activity organizer, evaluator, teaching researcher, administrative manager, parent communicator and planner.

(2) There are group differences in teachers' working hours.

In the field of work, there are significant differences in the dimensions of teaching-related time, daily management time, individual student guidance time and weekly total working time. There are significant differences in teaching time and daily management time. There are significant differences in teaching time and individual instruction time of students whether they are head teachers or not. There are significant differences in teaching time dimension and daily management time dimension between taking administrative post or not. Among individual background factors, gender has significant difference in teaching time dimension； Educational background has significant difference in teaching time dimension and weekly total working time dimension. The length of teaching is different in all dimensions.

(3) Teachers' working hours are affected by a variety of factors, such as school region, school period, teachers' personal background, etc. This study further explores the factors influencing the working hours and working hours of primary and secondary school teachers, and finds that: in terms of teaching time dimension, school region, administrative part-time jobs and teaching years have a significant impact on teachers' teaching time dimension. In the dimension of instructional time, school region has significant influence on instructional time. In the dimension of daily management time, school region, part-time administrative positions have a significant impact on teachers' daily management time； In the time dimension of individual guidance, school region, whether the teacher is a teacher or not has a significant impact； On the dimension of weekly total working time, school region, homeroom teacher or not and teaching years have significant effects on weekly total working time.

The change of teachers' working hours and role playing is the reflection of teachers' individual development and the change of educational environment, which needs comprehensive analysis and research from many aspects.

Based on the results of the investigation and analysis, this study puts forward the policy of scientific management of teachers' working hours from the three aspects of education administration, school management and individual teachers. First, formulate the dual-reduction policy scientifically, improve the performance-based pay system and strengthen the research on teachers' working hours. Second, establish a sound evaluation system, implement flexible working system； Third, improve work efficiency and promote professional development.