我国重视为教师合理减负并保证教师的高工作投入，从而保障义务教育质量提升。 “双减”背景下教师面临的挑战和压力对其工作投入的影响有待厘清。现有研究主要基于政策实施的系统观将教师对政策具体要求的感知情况进行了描述性研究和策略改进建议。本研究基于资源保存理论，关注教师“双减”下的实然工作压力，聚焦于教师“双减”压力感对其工作投入的影响，以及自我效能感和工作意义感在其中的作用机制。首先，通过对6名来自北京、山东的1-9年级教师进行电话访谈，整理分析访谈文本后归纳出教师“双减”压力感的构成维度，并编制了《教师“双减”压力感问卷》；随后，通过问卷调查法对北京、山东、河南等地的义务教育阶段教师发放在线问卷400份（其中有效问卷366份），借助SPSS26.0、Amos24.0和SPSS Process软件，对各变量进行了描述性、差异性、相关性分析及中介模型检验，探明了当前教师在四个变量上的实然情况、厘清了教师“双减”压力感与其工作投入的关系，以及自我效能感和工作意义感在压力感与工作投入关系中的作用机制｡

基于访谈和问卷调查的数据分析，本文得出以下研究结论：（1）教师“双减”压力感由工作负荷、专业发展和评价考核三个维度。（2）“双减”下教师的工作现状：①“双减”下教师压力感总体有所增加，且在任教科目上存在差异（英语教师的整体压力感高于其他科目，语文教师的工作负荷压力感高于其他科目）；②教师的工作投入和自我效能感均接近较高水平；③教师的工作意义感处于较高水平；④教师的工作投入、自我效能感和工作意义感均在婚姻状况、教龄和职称方面有显著差异；（3）教师“双减”压力感及其评价考核维度均负向预测工作投入；（4）自我效能感和工作意义感分别在“双减”压力感与工作投入之间起部分中介作用；（5）自我效能感与工作意义感呈显著正相关，且二者在“双减”压力感与工作投入间起链式双重中介作用。

本研究以资源保存理论为依托，试图探明“双减”下教师的压力感对教师工作投入的影响，具有理论与实践相结合的特点。其次，将工作意义感纳入工作压力与工作投入的关系模型，具有较强的理论前沿性。再次，本研究初步探究了不同的心理资源在压力与工作投入间的共同作用机制，为教师自身和教育管理实践者提供了一定的策略启示。

Our country attaches great importance to reasonably reducing the burden of teachers and ensuring their high work investment, so as to ensure the improvement of the quality of compulsory education. The impact of the challenges and pressures faced by teachers on their job involvement in the context of "double reduction" remains to be clarified. Based on the systematic view of policy implementation, the existing researches have conducted descriptive research on teachers' perception of specific policy requirements and suggested strategies for improvement. Based on the Conservation of Resources Theory, this study focuses on teachers' real work stress under "double reduction", focusing on the influence of teachers' "double reduction" stress on their work involvement, and the mechanism of self-efficacy and sense of work meaning. Firstly, six teachers from grades 1-9 from Beijing and Shandong were interviewed by telephone. After analyzing the interview texts, the composition dimensions of teachers' "double reduction" stress were summarized, and the questionnaire of teachers' "double reduction" stress was compiled. Then, 400 online questionnaires (366 valid questionnaires) were distributed to compulsory education teachers in Beijing, Shandong, Henan and other places through questionnaire survey. With the help of SPSS26.0, Amos24.0 and SPSS Process software, descriptive, difference, correlation analysis and mediation model test were carried out for each variable. This paper explored the actual situation of teachers in the four variables, clarified the relationship between teachers' "double reduction" stress and job involvement, and the mechanism of self-efficacy and job meaning in the relationship between stress and job involvement.
Based on the data analysis of interviews and questionnaires, this paper draws the following conclusions: (1) Teachers' sense of "double reduction" stress consists of three dimensions: workload, professional development and evaluation. (2) The status quo of teachers' work under "double reduction" : (1) Teachers' sense of pressure has increased overall under "double reduction", and there are differences in teaching subjects (English teachers' overall sense of pressure is higher than that of other subjects, Chinese teachers' sense of pressure of workload is higher than that of other subjects); (2) Teachers' job involvement and self-efficacy are close to the high level; (3) Teachers' sense of work significance is at a high level; (4) Teachers' job involvement, self-efficacy and sense of job significance had significant differences in marital status, teaching years and professional titles; (3) Both teachers' sense of "double reduction" stress and its evaluation dimension have negative influence on the prediction work involvement; (4) Self-efficacy and job meaning play a partial mediating role between "double reduction" stress and job involvement, respectively; (5) There was a significant positive correlation between the sense of self-efficacy and the sense of work significance, and the two had a chain double mediating effect between the sense of "double reduction" pressure and the sense of work involvement.
Based on the Conservation of Resources Theory, this study attempts to explore the influence of teachers' sense of pressure on teachers' job involvement under "double reduction", which is characterized by the combination of theory and practice. Secondly, incorporating the sense of work meaning into the model of the relationship between work stress and work involvement has a strong theoretical frontier. Thirdly, this study preliminarily explores the common mechanism of different psychological resources in the relationship between stress and job engagement, which provides certain strategic enlightenment for teachers and educational management practitioners.