2021年“双减”政策出台后，课后服务成了中小学教育又一重要教育环节，如何提高课后服务质量也成了中小学新的教育目标。作为课后服务的主要实施者，教师参与课后服务的积极性是影响课后服务质量的重要因素。本研究基于自我决定理论和资源保存理论，探索激励满意度和工作家庭冲突对小学教师积极性的影响，以及基本心理需要满足在其中所起的中介作用。研究发现：（1）激励满意度对小学教师的自主需要满足、胜任需要满足、关系需要满足存在正向影响；（2）工作家庭冲突对小学教师的自主需要满足存在负向影响；（3）自主需要满足、胜任需要满足、关系需要满足对小学教师参与课后服务的积极性存在正向影响；（4）自主需要满足、胜任需要满足、关系需要满足在激励满意度和小学教师参与课后服务积极性之间起中介作用。根据调查结果，本研究针对提高小学教师参与课后服务积极性提出了两点建议：一是完善激励制度，通过外部激励和内部激励共同激发教师的积极性；二是通过增加教师自由度、提供课后服务内容培训等提高教师的基本心理需要满足，激发教师参与课后服务的内驱力。

After the implementation of the policy to ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education in 2021, after-school services have become another important educational activity in primary and secondary education. How to improve the quality of after-school services has also become a new educational goal for primary and secondary schools. As the main undertakers of after-school services, the motivation of teachers to participate in after-school services is an important factor affecting the quality of after-school services. This study is based on Self-determination Theory and Conservation of Research Theory, exploring the impact of incentive satisfaction and work-family conflict on the motivation of primary school teachers, as well as the mediating role of basic psychological needs in it. Research has found that:(1)Incentive satisfaction have a positive impact on the autonomy satisfaction, competence satisfaction, and relatedness satisfaction of primary school teachers;(2)Work family conflict has a negative impact on the autonomy satisfaction of primary school teachers;(3)Autonomy satisfaction, competence satisfaction, and relatedness satisfaction have a positive impact on the motivation of primary school teachers to participate in after-school services;(4)Autonomy satisfaction, competence satisfaction, and relatedness satisfaction play a mediating effect between incentive satisfaction and the motivation of primary school teachers to participate in after-school services. Based on the survey results, this study proposes two suggestions to improve the motivation of primary school teachers in participating in after-school services: firstly, to improve the incentive mechanism, and to jointly stimulate the enthusiasm of teachers through external and internal incentives; the second is to improve the satisfaction of teachers' basic psychological needs and stimulate their intrinsic motivation to participate in after-school services by increasing their authority and providing training on after-school service content, and etc.