Abstract: After-class services, to a large extent, help parents of primary school pupils tackle the so-called “P.M. 3:30+ headache” under the background of “double reduction.” These services, however, face their own difficulties and challenges, such as low motivation from the teachers, increased pressure from emotional labor and poor service quality. This study constructs a teacher satisfaction model for such after-class services and conducts an empirical analysis on this model. The results show: 1) complaint from the teachers towards after-class services is at a high level while satisfaction for said services at an intermediate level; 2) teachers’ expectation influences teacher satisfaction through the complete mediation of teacher perceived quality and perceived value and influences teacher support through teacher perceived quality, teacher perceived value and teacher satisfaction; and 3) teachers’ expectation does not directly influence teacher satisfaction or teacher support. The paper finally suggests measures to enhance teacher satisfaction and teacher support to after-class services based on the model of teacher satisfaction towards after-class services, hoping to help optimize after-class service design and improve service quality to provide both theoretical and practical guidance regarding comprehensive, healthy growth of the pupils.

Key words: after-class service, "double reduction" policy, teacher satisfaction, ACSI