本研究以我国教育减负政策为背景，关注初中教师的过劳问题。自2021年7月“双减”政策发布以来，学校作为基础教育主阵地的身份重新明确，教师面临着教育责任扩大、教学难度提升等压力。因此，本研究探讨在“双减”政策执行初期，初中教师过劳的表现及其成因。本研究采取质性研究方法，通过对12位教师的半结构化访谈收集数据，并借助MAXQUA 2020对文本进行主题分析。结果发现，初中教师过劳的表现上，研究发现在课后服务安排、课堂教学改进以及考试形式改变的背景下，教师过劳主要表现为课后服务使隐性工作时间增加、学校主体地位回归带来更多附加工作量、工作压力导致生活节奏失衡。教师过劳的成因上，存在教师被迫过劳和教师主动过劳两种机制。一方面，由于学校组织管理僵化、社会教育期待冲突、家庭负担转移，教师面临格尊严保护不足、工作权益保障缺失的困境，教师被迫进入过劳的工作状态；另一方面，由于教师将学生自我实现内化，并与自身的职业追求融合，教师在自我实现的驱动下主动选择以过劳状态工作。未来相关研究和配套政策应当促进教师责任与个体权利的融合统一，关注教师声音，改善教师的工作状态。

This study focuses on the teachers’ overwork in junior middle school under the background of academic burden reduction policy of China. Since the release of the Double Reduction Policy in July 2021, school as the main front of compulsory education is clarified, and teachers are faced with pressure from the expansion of responsibilities and the increasing difficulty of teaching. Therefore, this study discussed the performance and causes of teachers’ overwork under the Double Reduction Policy. Qualitative research method is adopted in this study. Data are collected through semi-structured interviews with 12 teachers, and the analysis of texts was conducted in MAXQUA 2020. In terms of the performance teachers’ overwork, it is found that under the reform of after-school service, classroom teaching and examination arrangement, after-school service increases the hidden working hours, school as the main front of education brings additional workload, and work pressure breaks teachers’ life pace. In the cause of teachers’ overwork, there are two mechanisms: teachers’ forced overwork and teachers’ voluntary overwork. On the one hand, due to the rigidity of school organization and management, the conflict of social education expectation and the shift of family burden, teachers are faced with the problem of insufficient protection of dignity, work rights and interests, so they are forced to be overworked. On the other hand, as teachers internalize students’ self-fulfillment and integrate it with their own career pursuit, teachers are driven into overwork by self-fulfillment. In the future, relevant academic researches and support policies should promote the integration of teachers’ responsibilities and rights, as well as pay attention to teachers’ voices in order to improve teachers’ working conditions.