Table 3.

Open coding table of teachers’ occupational anxiety caused by the ‘double reduction’ policy.

Original statements (partially listed)	Labeling	Initial categories	Major categories
T2: The introduction of the policy of ‘double reduction’ has forced some teachers to change the old and conservative teaching methods, which can force teachers to grow.	Teacher growth	Positive effect	Teachers’ policy cognition
T37: From the perspective of students, their homework is really less now, and their sleep time and after-school time are relatively increased.	Reduce students’ pressure
T24: The school will offer different activity curriculums, and we will buy books and teaching aids specially, so that students can have more activities.	Richer curriculum
T14: The ‘double reduction’ does not reduce the burden of teachers, although on the surface, the amount of homework reduced, the teacher needs to correct the amount of homework will be reduced, but the policy has been implemented, the school’s requirements have never been reduced.	Teachers’ burden	Negative influence
T4: It only temporarily relieves students’ pressure, but when students reach the third grade, you will find that the gap between the academic levels of children in the class is too large, which is actually just a pseudo behavior of the first and second grades.	Pseudo learning behavior
T8: In fact, most families do not lower their learning requirements for their children, but still try to improve their children’s performance through tutoring and other ways. Therefore, the pressure on students has not been reduced.	Students’ pressure
T1: The school attaches great importance to the quality of students, that is, students’ achievements are actually linked to the stability of teachers’ work. Before I came, some teachers were dismissed because they did not achieve positive results.	Post stability	Self-development	Anxiety performances
T16: When I am anxious, I will doubt myself and wonder whether my ability can make these children accept my teaching.	Teaching ability
T40: It is totally unequal to effort and reward. For example, after 2 months of after-school service last semester, the final reward may be only 200 yuan.	Effort and reward
T10: In the limited time, if students want to achieve the same or even better results, the efficiency of the classroom must be improved.	Learning effect	Student learning
T13: I usually go to work very early and go home very late, which does not correspond to the school time of my children. It’s really contradictory. The anxiety of not having time to accompany my children is actually a guilt for them.	Internal of individual family	Role conflict
T31: To tell the truth, teachers in our grade are very competitive. They sacrifice lunch time to help students.	Teacher colleague
T20: My anxiety comes from the handling of some conflicts between family and school. I really get a call from parents of students at zero o’clock and swear at you.	Family and school communication
T43: I think my anxiety is also related to ‘double reduction’, because students really have many ways to acquire knowledge, but now their only approach is to study at school. Therefore, teachers are bound to be anxious under greater pressure.	Approach narrowing	The ‘double reduction’ policy	Anxiety sources
T5: I think the source is our sense of responsibility as teachers. If we want to teach students well, we will bear a lot of pressure and it is easy for us to be anxious.	Inner sense of responsibility	Teachers’ individual factors
T42: I do not think I have a good time arrangement, or I have not formed the habit of making full use of fragmented time to improve myself, so it is difficult to balance work and life, and eventually I will have anxiety.	Time planning
T11: The pressure exerted by parents on teachers is also great.	Parents exert pressure	Parents’ weak coordination
T26: When I feed back my children’s learning to parents, some parents are indifferent and do not cooperate, so I will be anxious.	Incompatibility of parents
T17: Because I am good at adjusting my mentality, I will not bring anxiety into my life, but also try to turn anxiety into motivation in my work.	Mentality	Internal adjustment	Self-adjustment
T19: Because I need to digest my negative emotions after work, I will eat a lot, which leads to my weight gain of about 10 kg last year.	Diet
T6: I am very busy from Monday to Friday, and I work overtime for work. Therefore, as long as I have time on Saturday and Sunday, I just want to rest and sleep until I wake up naturally.	Sleep
T18: I always try to improve my work efficiency, so that when I go home, I will not spend so much time on work.	Reasonable planning
T33: At home, my mother helps to take care of the children, so it lightens my burden.	Family support	External support
T21: Our school has a good humanistic environment, and the overall working atmosphere is very comfortable.	Humanistic care of schools
T15: For example, our lesson preparation group, I think, is a united family, and we will solve problems together.	Collaborate with colleagues
T28: First of all, as teachers, we should be able to adjust our mentality in time.	Adjust mentality	Subjective level	Coping suggestions
T34: We should improve our work efficiency and allocate tasks reasonably, so that we will not pile things up in 1 day or one node to complete.	Improve work efficiency
T22: Teachers should have the courage to speak out. When they are under great pressure and facing difficulties in their work, they should communicate with leaders and learn to reduce their responsibilities appropriately.	Appropriate reduction of responsibility
T3: Teachers should learn more and improve their professional quality.	Persevere in study
T7: We should recognize the rationality of the ‘double reduction’ policy and actively cooperate in our work.	Actively adapt to policy
T9: I think ‘double reduction’ really needs to be implemented from top to bottom. Teachers have paid their time and their salaries must be in place.	Improve policy	Objective condition
T12: What I feel deeply is the mutual support and help between schools, leaders and teachers. It is a very good way to establish a united and cooperative relationship.	Building collaboration