Under the background of the "double reduction" policy and the digital transformation of education, teachers ' time poverty has become a structural problem that restricts the quality of education and teachers ' well-being. Based on the policy texts of the Ministry of Education, combined with domestic and foreign research, this paper systematically analyzes the current situation of time poverty caused by the imbalance between teaching and non-teaching tasks, time fragmentation and multiple role conflicts, and analyzes its causes from the four dimensions of individual, organization, system and social culture. The study found that the "task sinking" and evaluation system in policy implementation strengthened teachers' implicit labor, making their disposable time squeezed by the system. Therefore, this paper starts with various subjects and puts forward relevant strategies to construct a coping framework of individual-group-system coordination, so as to reshape the time structure of teachers, so that teachers can devote more limited time to activities that can really improve students ' learning quality and their own professional growth, rather than passively coping with administrative instructions and repetitive affairs.

Yuhan Lu. Teachers' Time Poverty in Compulsory Education Stage and Coping Strategies. Frontiers in Educational Research (2025), Vol. 8, Issue 8: 87-94. https://doi.org/10.25236/FER.2025.080814.

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