无论是在整个社会结构中还是在教育系统中，教师都承担着教书育人的重要使命，承载着来自社会各方的期待。但越是处于这种重要的角色中，教师越是承担着较重的工作负担以及身心压力，尤其是近几年一线教师们对于一些非必要工作任务更是颇多怨言。久而久之，教师们的工作积极性和满意度、幸福感不断下降，甚至导致离职率的增加，这对于我国的教育事业发展无疑是一个重大的损失。本研究正是基于这种现象，以工作要求-资源拓展模型和努力-恢复模型作为理论基础，研究教师非教学工作时间对职业幸福感的影响以及工作压力在二者之间的中介作用。

本研究使用量化研究的方法对TALIS2018在上海地区的调查数据进行处理，分析了教师非教学工作时间以及教师职业幸福感在性别、教龄、最高学历、学校位置、学校性质以及学校规模上面的差异，各项非教学工作时间、工作压力以及职业幸福感各维度之间的相关关系，还对各项非教学工作时间对职业幸福感的四个维度进行了回归分析，最后对工作压力进行中介检验。通过这些研究分析发现，教师各项非教学时间和职业幸福感在六个控制变量上均存在不同程度的差异，且前者对后者的影响关系也并不相同，比如教师的批改作业、辅导学生的时间对幸福感均产生负向预测作用，而教师专业发展的时间和参与课外活动的时间对教师职业幸福感产生正向预测作用。工作压力在批改作业、辅导学生、专业发展活动时间与职业幸福感之间发挥了部分中介作用。

根据研究结果，本研究提出了相应的对策建议以减轻教师由于非教学工作时间而导致的工作压力，提升教师的职业幸福感和满足感，降低教师群体的整体离职率。从国家和教育部门的角度来说，应该优化教育领域的资源配置，保障教育人力资源供给，降低生师比，同时要细化教师的工作时间和任务量并提供法律的保障；从学校的角度来说，应该重视教师工作压力的问题，切实关注教师的发展需要，减少非必要的行政性工作任务，针对教师真实需求而提供有效的专业发展活动；最后，从教师个人的角度来说，应该增强个人的心理调适能力、重视个人身心健康并保持积极乐观的生活和工作态度。

In both the social structure and the educational system, teachers have the important mission of teaching and civilizing children, and carry the expectations of the society. However, the more they are in this important role, the heavier the workload and the physical or mental stress they bear, especially in recent years when front line teachers have complained about some non-essential work tasks. Over time, teachers' motivation, satisfaction and happiness have been declining, even leading to an increase in the turnover rate, which is undoubtedly a major loss for the development of education in China. Based on this phenomenon, this study uses the Job Demand-Resources expansion model and the Effort-Recovery model as the theoretical basis to investigate the effects of teachers' non-teaching work hours on occupational well-being and the mediating role of work stress between the two.

This study uses a quantitative research method to process TALIS2018 survey data in Shanghai, analyzing the differences in teachers' non-teaching work time and teachers' occupational well-being in terms of gender, teaching years, highest education level, school location, school property, and school scale, and the correlations among various non-teaching work time, work stress, and occupational well-being. Regression analyses were conducted on the four dimensions of occupational well-being for each type of non-teaching work time, and finally, mediation tests were conducted on work stress. These analyses revealed that teachers' various non-teaching time and occupational well-being differed to varying degrees across the six control variables, and the former did not have the same relationship with the latter. For example, teachers' time spent grading assignments and tutoring students all had a negative predictive effect on well-being, while teachers' time spent on professional development and time spent participating in extracurricular activities had a positive predictive effect on teachers' occupational well-being. Work stress partially mediated the relationship between time spent grading assignments, tutoring students, and professional development activities and occupational well-being.

Based on the findings, this study suggests appropriate countermeasures to reduce teachers' work stress due to non-teaching work time, enhance teachers' professional well-being and satisfaction, and reduce the overall turnover rate of the teacher population. From the perspective of the state and the education sector, the allocation of resources in education should be optimized, the supply of human resources in education guaranteed, the student-teacher ratio reduced, and teachers' working hours and tasks should be refined and legally guaranteed. From the perspective of schools, they should pay attention to the problem of teachers' work stress, paying practical attention to teachers' development needs and reducing non-essential administrative tasks. They should provide effective professional development activities in response to teachers' real needs. Finally, from the perspective of individual teachers, it is important to enhance their psychological adjustment ability, paying attention to their physical and mental health, and maintaining a positive and optimistic attitude toward life and work.