This study aimed to analyze the internal link between occupational Pressure and teaching quality among primary school teachers in China. Teachers had a wide range of professional Pressure sources, involving teaching tasks, parents’ expectations, student management, evaluation system, and career development, which affect all aspects of teaching. The study adopted a descriptive research method, with 427 primary school teachers in different regions. The questionnaire included teachers’ information, work pressure (multi-dimensional), and teaching quality (multi-level) content, through expert review and reliability analysis to ensure data quality. The results showed that the dimensions of occupational Pressure were different. Gender did not have a significant effect on Pressure, but faculty differences depending on age and teaching age were prominent. Teachers aged 41 and older for 6-10 years feel more pressure, which may cause teaching and family pressure. Older teachers were under greater pressure to cope with various changes in teaching but faced challenges of educational reform. The overall teaching quality has room for improvement and is related to age and teaching age. Work pressure was significantly positively correlated with teaching quality (p <0.01). For example, teaching task pressure was strongly correlated with each indicator of teaching quality (r-value was above 0.86), and other pressure dimensions were also highly positively correlated with teaching quality indicators. Moderate pressure can encourage teachers to improve the quality of teaching, and promote careful lesson preparation, innovative teaching, pay attention to the development of students, and strengthen interaction and cooperation. However, high pressure will affect teachers’ bodies and minds and teaching effect. Based on this, the development plan. In terms of teacher pressure and parent feedback, hold seminars, build a feedback system, and provide training to enhance the effectiveness of parent feedback to reduce pressure; in the recognition of teacher pressure and career development, plan and recognize the professional development efforts; in teaching quality and students ‘academic performance, group training, strong guidance and promote cooperation, improve student performance; conduct training in teaching quality and promote the development of students and social emotion of teachers, and enhance teachers’ ability. This study provides empirical evidence for understanding the relationship between the two and hopes to attract social attention, help educational decision-makers and managers to support teachers, and promote the progress of primary school education.
Xuan Li (Sat,) studied this question.