Workload challenge research projects : overall summary (original) (raw)
Related papers
Teacher Workload Research Report 2024
Teacher Workload Research Report 2024, 2024
This report presents the findings of independent research on teacher workload in Scotland. It was commissioned by the Educational Institute of Scotland (EIS), the largest teacher trade union in Scotland, which represents over 80% of all teachers across nursery, primary and secondary education. The research fulfils a resolution adopted at the 2022 EIS Annual General Meeting to contract ‘independent research that considers the workload of teachers, the extra hours they work beyond their contractual hours as a consequence of their workload, and the main reasons for the failure to achieve a 35-hour working week for teachers’. A sequential mixed-method design using an online time use diary and semi-structured individual interviews was deployed to the address the following research questions: • What are the main activities that constitute teacher workload? • What is the balance of this workload over the working week? • What extra hours do teachers work beyond their contractual hours? • Where do workload demands come from, out with class contact time?
The Development and Validation of Instrument of Teachers'Workload
2015
The purpose of this study is to test the instrument containing the main factors associated with the list of the teachers’ tasks in order to measure and determine their workload. The respondents consisted of 185 teachers in the secondary schools in Selangor, Malacca and Sabah. The measuring tool used and produced was presented by Abdull, Rahim and Mohamad (2006) and the Ministry of Education (2007). The exploratory factor analysis carried out produced three major components of teachers' workload. These components include curriculum, students' affairs and co-curricular. The result shows that the coefficient of reliability for the workload questionnaire used is 0.933.
American International Journal of Education and Linguistics Research, 2018
The study examined teachers' workload and determined its implication on students' academic performance in secondary schools in Akoko North East Local Government Area of Ondo State. Descriptive design of the survey type was adopted and a stratified random sampling was used to select 12 schools, which were 6 public and 6 private secondary schools, involving 132 participants who included 120 teachers and 12 principals. A self-constructed questionnaire titled "Teachers' Workload and Student's Academic Performance Questionnaire" (TWSAPQ), was administered. Five (5) hypotheses were tested using Pearson's product moment correlation (PPMCC) and T-test at p<0.05 level of significance. The results showed that there was a negative correlation between teachers' workload and students' academic performance (r-cal=-0.420), and a disparity between teachers' actual workload and workload policy standard (t-cal=27.219), also there was significant difference in teachers' workload between public and private secondary schools (t-cal=2.364). The findings indicated that teachers' workload is high in teaching activities (75.8%), data imputation (62.5%), and marking of students' scripts (76.7%), .and impacted negatively on teachers' instructional tasks performance and students' academic performance. It is hereby recommended that the State Government and proprietors of private secondary schools should employ adequate number of qualified teachers to meet the workload standard for effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students' academic performance in secondary schools.
Primary and Secondary School Teachers’ Perceptions of Workload
Creative Education, 2014
The aim of the study is to determine the perception of workload of primary and secondary school teachers in Turkey in accordance with teachers' opinion. The research data were collected using phenomenological pattern which is one of qualitative research methods, and analysis of documents was made. The research was made on 72 Primary and Secondary school teachers who have at least three years seniority working in 24 schools subordinate of Directorate of Istanbul Provincial Education. Data were collected through semi-structured interviews. The analysis of the resulting data was conducted by inductive content analysis. In the study, teachers generally state that security duties of teachers should be transferred to the security companies, and teachers should not interfere to the duty of collecting money from students in no way under any intentions. Again, according to the findings of the research, the most fatiguing, puzzling and time consuming issues as for teachers should be reduced which are, documents and correspondences, student tracking and control, disciplinary procedures, administrative meetings, collection of dues, ceremonies and celebrations, home visits and development of material as well. Questions of survey related to special education and guidance and counseling services should be asked by experts of this section and related ones since the related questions include very special subjects for children; as for data entries, they must be done by the school officers. The results are significant due to the fact that they offer a sight for the stakeholders about the works stated in teachers' job description and the perception of the teachers themselves related to their workload.
OVERLOADING IN ELEMENTARY SCHOOL TEACHERS: A REVIEW
Cognizance Journal of Multidisciplinary Studies (CJMS), 2024
Teacher workload intensification in basic education is a critical issue impacting both teacher well-being and the quality of education. This literature review employs a systematic review methodology to synthesize findings from existing research on the causes and consequences of excessive workloads among teachers. The review identifies key contributors to workload intensification, including administrative responsibilities, lesson planning, student assessments, extracurricular duties, and broad curriculum requirements within limited timeframes. These factors detract from teachers' core instructional functions and contribute to elevated stress levels, burnout, and attrition. The analysis highlights "time poverty" as a significant barrier, limiting teachers' ability to engage in effective pedagogy and professional development. Additionally, the study reveals that excessive workloads undermine teachers' physical and mental health, leading to reduced motivation and job dissatisfaction. To address these challenges, proposed solutions include reducing class sizes, streamlining curricular requirements, and providing additional support staff. The review underscores the necessity of educational policy reforms that prioritize teacher well-being, support effective teaching practices, and foster sustainable work environments. By alleviating workload pressures, these reforms can enhance teacher retention, professional satisfaction, and ultimately, improve educational outcomes for students. This study contributes to ongoing discussions on optimizing teacher workload to ensure high-quality education systems.
In Spring 2001, BCTF Research surveyed teachers on a variety of issues related to working life, including workload and stress. This report examines workload and stress in the context of the differences and similarities between elementary and secondary teachers. Overall, 644 teachers completed the questionnaire, of whom 375 (58.2%) taught elementary grades only, 226 (35.1%) taught secondary grades only, and 43 (6.7%) taught at other levels, including middle school, Kindergarten to Grade 12 schools, and adult education.
Teacher's Workload Intensification: A Qualitative Case Study of its Implications on Teaching Quality
International Online Journal of Education and Teaching (IOJET), 2021
Educative process relies on the active interrelation of teacher, student, and learning environment. But it is the teacher who has the control over the two elements and professionally exposed to different challenges including workload intensification. Such educational problem has become one of the major foci of educational researchers since the last half of the 20th century due to the evolution of teaching-learning and education in general. This paper was approached using Apple‟s original thesis of workload intensification and the three refinements formulated by Ballet & Kelchtermans, namely: there are multiple sources of intensification, the intensification impact is mediated, and the intensification impact is differentiated. The study aims to better understand the nature of intensification and its underlying impact on the teaching quality of a teacher in qualitative terms.