Teacher Workload Research Articles

Empowering Educators: An Action Research on the Implementation of Smart Excel Tool for Enhanced Learner Assessment

This action research investigates the effectiveness of the SMART Excel Tool, which is a user-friendly Microsoft Excel spreadsheet, custom-designed to enable the smooth calculation and analysis of student grades. This study addresses issues of time consumption and proneness to errors resulting from manual calculations, usually incurred by teachers, improving workload efficiency. A teacher survey (n=48) investigated current practice in the analysis of student Mean and Mean Percentage Score. Current practices were generally agreed to (Overall WAM: 3.19), although some areas of best practice emerged, including the manual categorization of scores (WAM: 3.10) and highlighting MPS scores (WAM: 3.10). Following the implementation of the SMART Excel tool and a related training session, teacher perceptions had changed significantly to the positive (Overall WAM: 3.42). It was reported by teachers that they found the tool very useful with a WAM of 3.64, easy to use with a WAM of 3.44, and accessible technical support with a WAM of 3.30. These findings suggest that the SMART Excel Tool has great potential to reduce teachers' workload around data analysis. These findings suggest that the SMART Excel Tool should be implemented more widely within the school division. Supplemental training in video format and user guides can provide individuals with different learning styles the ability to have a reference for teachers for continuing use. Future research at this point in time should examine if the tool has a long-term effect of reducing teacher workload while improving student learning outcomes, along with any shifts in teaching practice. It would also be interesting to examine the applicability of the SMART Excel Tool in other educational contexts, such as its application in elementary schools or other subject areas. In view of taking up these recommendations and continuing to explore, this research can help lessen teacher workload, increase the efficiency of data analysis, and engender a more streamlined and supportive educational environment.

Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot

DESIGNING AND ASSESSING WITH THE SUPPORT OF ARTIFICIAL INTELLIGENCE: ELEMENTS FOR A CRITICAL APPROACH TO THE USE OF CHATBOTS Abstract This paper explores the critical integration of artificial intelligence (AI), specifically focusing on using chatbots in training design and learning assessment, aiming to uncover both the potential and challenges in educational and training contexts. Through two exploratory empirical studies – one centered on the use of ChatGPT in training design and the other on its application in school learning assessments – the analysis examines the perceptions of teachers and students. The findings reveal that chatbots, such as ChatGPT, can significantly reduce the workload of teachers and future training designers, improve access to educational resources, and provide timely feedback. However, concerns emerge regarding technological dependency and superficial learning, with ethical and pedagogical implications that warrant a critical examination of the pedagogical effectiveness of AI tools. The paper concludes by proposing strategies for AI’s ethical and thoughtful integration in education, promoting a balance between technology and reflective, critical educational practice.

Artificial Intelligence in Special Education

This entry examines the growing role of artificial intelligence (AI) in special education. The authors discuss applications of AI in the field, including its uses for personalized learning, adaptive technologies, teacher support, and AI’s potential to address issues related to student accessibility and engagement. The entry draws on recent syntheses of literature, highlighting studies that reveal AI’s capacity to improve educational outcomes for students with disabilities, mitigate teacher workload, and foster inclusion. Despite these promising developments, the authors address ethical considerations, potential biases, and privacy concerns surrounding the use of AI, as well as the need for high-quality research that validates AI’s effectiveness in special education. The authors conclude that while AI can offer substantial support, it should be integrated thoughtfully, guided by empirical research, and accompanied by skilled professional oversight to ensure that it truly benefits students with disabilities.

Dinamika Perubahan Organisasi dan Strategi Pengelolaan Stres Guru di Madrasah Aliyah

Organizational changes in Madrasah Aliyah aim to improve the quality of education, but often give rise to challenges such as increased workload and stress for teachers. Effective stress management strategies, such as training, open communication, psychosocial support, and balanced workload arrangements, are key to helping teachers adapt to these changes. With a holistic and planned approach, Madrasah Aliyah can create a healthy work environment, support teacher well-being, and improve the quality of teaching in a sustainable manner.

AI-Enhanced Learning Hub: Lesson Planning with Student Quizzes

Abstract--The KnowBridge project is a cutting-edge AI- driven educational platform designed to enhance instructor-student connections through technological automation of key aspects of the teaching and learning process. This system also to support syllabus management, test item bank creation and performance tracking during the process it also creates an integrated academic system. The core of the functionality is teachers uploading the syllabus into the image format. Using contemporary Optical Character Recognition (OCR) technology, the system extracts and classifies the text into a hierarchical taxonomy of how topics will be covered for the semester. This organised syllabus ensures synchronisation between teacher and student and between both, on the other, which in turn offers clarity and consistency. The moment a topic is wrapped up, the teacher confirms the topic as "completed" in the interface, and subsequently the AI generates a bespoke quiz on topics discussed. Quizzes assess the knowledge and feedback of students in real time, and the outcome is stored in a common database. Teachers are also furnished with the performant data, which enables them to further monitor the student's performance and to determine where the students need more attention. This automated evaluation system has the potential to accelerate the evaluation process besides supporting the decision-making through data-informed inputs to help develop more successful teaching strategies. Assignments generation for syllabus units in KnowBridge are in order to facilitate teaching with particular goals. Tasks automated via grading of objective questions reduce workload for teachers and offer timely feedback to students. KnowBridge, which by means of automation and analysis, builds an open, efficient, and participatory environment of learning. It allows teachers, who have access, ways to more effectively prepare and supervise the instruction, while also retaining the attention and interest of the students. At last, this site can facilitate teachers and students alike to focus their attention on the achievement of academic success. Keywords- Artificial Intelligence, OCR, MCQ Generation, Test Item Bank Creation

THE EFFECT OF WORKLOAD AND PROFESSIONAL COMPETENCE ON IMPROVING TEACHER PERFORMANCE WITH THE MERDEKA TEACHING PLATFORM (PMM) AS A MODERATION VARIABLE

This study aims to analyze the influence of workload and professional competence on improving teacher performance, with the Independent Teaching Platform (PMM) as a moderation variable. The research method used is quantitative with a survey approach, where data is collected through questionnaires distributed to teachers of Elementary School Group IX, Wara Timur District, Palopo City. Data analysis was carried out using multiple linear regression analysis and Moderated Regression Analysis (MRA) with the help of SmartPLS 3.3 software. The results showed that the teacher's workload did not have a significant influence on improving performance, while professional competence was proven to have a significant influence on improving teacher performance. However, the Merdeka Mengajar (PMM) platform does not moderate the influence of professional competence or workload on performance improvement. These results show that the improvement of teachers' professional competence plays a greater role in improving performance than the workload and that the role of the Merdeka Mengajar (PMM) platform in supporting performance improvement still needs to be optimized.

Teachers' and Students' Experiences on the Implementation of Individualized Education Programme for Students with Visual Impairments in Inclusive Secondary Schools

This study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementation

Forever feeling guilty: How ineffective curriculum planning approaches can exacerbate teacher workload and undermine professional satisfaction

Forever feeling guilty: How ineffective curriculum planning approaches can exacerbate teacher workload and undermine professional satisfaction

Teachers workload strain: considering the density as well as the quantity of teachers work

Teachers workload strain: considering the density as well as the quantity of teachers work

Outsourced curriculum planning to reduce teacher workload: tracing the evolution of a policy solution

Outsourced curriculum planning to reduce teacher workload: tracing the evolution of a policy solution

Navigating the Journey

This case study observes the development of the teaching capacity for electronic learning (e-learning) initiatives at a Saudi University, focusing on the progression a novice to an advanced level. This study employed a purposeful sampling approach, selecting an instructor who redesigned and taught an e-course, along with an instructional designer, who supported this. Data collection methods included semistructured interviews and documents. The findings highlight the critical role that strong leadership plays in establishing a clear vision and strategic plans for the implementation of e-learning. This leadership was present in the provision of essential infrastructure, opportunities for educational development, and incentives. However, this study also identified significant challenges, including a culture that is deeply rooted in traditional teaching methods, heavy teaching workloads, and a lack of recognition and reward for e-learning efforts. This study contributes to the understanding of e-learning capacity development in higher education, particularly in the Saudi Arabian context.

Transforming Rural and Underserved Schools with AI-Powered Education Solutions

This study explores the application of artificial intelligence (AI) technology in promoting inclusive learning in underserved schools. By integrating personalised learning platforms, intelligent tutoring systems, and automated management tools, this research evaluates the impact of AI on academic performance, learning engagement, and teacher workload. The experimental results show that AI-driven personalised learning paths and real-time feedback mechanisms significantly improved student learning outcomes, particularly in subjects such as mathematics and science. In addition, teachers' administrative burdens were effectively reduced through automated tools. The study also analyses challenges such as insufficient infrastructure and data privacy protection, proposing targeted technical solutions. This paper provides practical guidance for policymakers and educational institutions to promote the implementation of AI technology in low-resource environments.

Tenure Standards at Aladdin Business School

In 2015, Dean Alan Patrick of Aladdin Business School (ABS) faced resistance from faculty members regarding new tenure standards introduced by the School’s Appointment, Promotion, and Tenure Committee. ABS, a leading business school in Egypt, aimed to enhance its reputation by achieving international accreditations like AACSB, which required significant research output. The new tenure policy emphasized publishing in top-tier journals, a shift from previous, less-defined performance standards. Several junior and senior faculty members expressed concerns over these heightened expectations, arguing they were unrealistic given existing teaching workloads and the lack of adequate research resources. They also critiqued the perceived lack of consultation, claiming the new standards undermined shared governance. Dean Patrick, however, defended the policy as a necessary step towards aligning the school with global standards and improving both research and teaching quality. Despite efforts to support faculty through development initiatives, the changes sparked anxiety among faculty who feared the new standards would prioritize research at the expense of teaching, potentially creating a divide between tenured and non-tenured faculty. The case highlights tensions between institutional strategic goals, individual faculty expectations and the challenges of implementing performance-based tenure in a changing academic environment.

Balancing Artificial Intelligence and Human Insight in Early Childhood Education: Implications for Child Development

Artificial intelligence technology is increasingly integrated into education, offering potential benefits for personalized feedback and data-driven insights. However, its effectiveness in early childhood education, particularly in terms of teachers’ perceptions and experiences, remains underexplored. This study aimed to evaluate the effectiveness of AI-driven tools in early childhood education, focusing on learning outcomes, usability, feedback quality, and teacher workload in preschool and kindergarten settings. A mixed-methods design was used, comprising a survey of 40 teachers and semi-structured interviews with 10 participants. Quantitative data were analyzed through descriptive statistics and ANOVA, while qualitative data were analyzed using thematic analysis. 80% of teachers believed AI tools enhance learning outcomes, with experienced teachers more favorable toward AI feedback. Challenges included AI's inability to interpret social cues, emphasizing the need for human interaction in early learning. AI tools should complement human teaching, with a focus on teacher training and balancing AI with human interaction in early education.

OVERLOADING IN ELEMENTARY SCHOOL TEACHERS: A REVIEW

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.

Optimization of Shift Learning System: Its Impact on History Subject Students in Grade XI

Purpose of the study: The aim of this study is to examine the impact of the shift learning system on the learning outcomes, motivation, and understanding of history subject students in Grade XI at State Senior High School 6, Bengkulu City. Methodology: This study used a qualitative method with a descriptive approach. Data were collected through structured and unstructured interviews, observations, and document reviews. Tools included notebooks, audio recorders, and cameras for documentation. The data analysis followed a four-step process: data collection, reduction, presentation, and verification. No specific software was mentioned for data processing. Main Findings: The shift learning system improves teacher-student interactions and creates a more focused learning environment. Students report better comprehension in smaller classes, while teachers find class management easier. However, challenges include increased teacher workload, uneven understanding due to shorter sessions, and difficulty for some students in adapting to independent tasks. Lecture methods remain effective but may cause boredom among students. Novelty/Originality of this study: This study uniquely explores the specific impact of the shift learning system on history education for Grade XI students in Bengkulu City, focusing on teacher-student interactions, learning outcomes, and material comprehension. It provides new insights into adapting teaching methods in resource-limited settings and offers a local perspective that can guide similar educational policies elsewhere.

Stress and Academic Workload of Teachers: A Descriptive Correlational Study at Mindanao Mission Academy

This study addresses the research gap concerning the relationship between academic workload, demographic factors, and stress among teachers at Mindanao Mission Academy. The study aims to identify the demographic profile of teachers, including age, gender, years of teaching experience, position, academic units, and extracurricular loads; assess teachers' perceived stress levels; determine the correlation between academic workload and perceived stress; examine the influence of academic units and extracurricular loads on stress; and (5) evaluate differences in stress based on demographic factors. Job Demands-Resources (JD-R) Model by Bakker & Demerouti (2007) provides the theoretical framework for understanding stress in the workplace. The study used a census sample technique and a quantitative approach to administer the Professional Life Stress Scale to 60 administrators and employees. Key data show that the majority of participants are female (60.3%), between the ages of 23 and 24 (24.2%), have advisory positions (60.4%), and balance 0–5 extracurricular activities with 21–30 academic units. According to descriptive analysis, the mean stress level is 17.4, which is moderate. While there is a positive connection between stress and extracurricular loads, Pearson's correlation analysis shows no significant relationship between academic stress and workload (p = 0.867). On the other hand, stress is negatively correlated with age, indicating that younger instructors can be more stressed. Gender and years of experience did not significantly affect stress levels. The findings highlight the need for targeted support systems, such as stress management programs and workload balancing strategies, particularly for younger teachers and those with extensive extracurricular responsibilities, to cultivate a supportive and sustainable work environment.

Teacher workload and intensifying demands: Lessons from the Chinese double reduction policy

Teacher workload and intensifying demands: Lessons from the Chinese double reduction policy

Emotions and identities in teaching in higher education: an autoethnographic approach

ABSTRACT This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are related to the context of my work. My two different identities as a teacher were in conflict, which triggered clashes between those identities and my teaching actions, and negative emotions. My teacher identities were affected by ideologies espoused in university policies, as well as by my values and beliefs about teaching based on my past experience. My identities and emotions were also affected by the power of the higher management of the university and by my positioning of self.

Teachers' Perspectives on Assessing English Speaking Skills: A Post-New Exam Model Investigation

This study investigates the secondary school English as Foreign Language (EFL) teachers' perspectives on assessing English speaking skills after the new regulations introduced in the 2023-2024 academic year by the Turkish Ministry of National Education (MoNE). With the new regulations, students started to take English speaking exams for the first time in secondary schools in Türkiye. The focus of the study is on EFL teachers' perspectives, feelings, experiences, and thoughts regarding pre-, during, and post-exam situations in this adaptation process. In this qualitative study, data was gathered from 11 teachers via one-on-one semi-structured interviews with open-ended questions. The thematic analysis revealed that EFL teachers find the speaking exams significant, necessary, and useful. Teachers reported that they had become more motivated about speaking activities and using English in the lessons after the regulations. While teachers generally expressed positive sentiments regarding the introduction of speaking exams in secondary schools and the opportunity to collaborate with colleagues during the adaptation process, they also reported experiencing negative emotions, including feelings of unpreparedness, stress, burnout, fatigue, and hopelessness, largely due to the abrupt timing of the change. Challenges such as difficulties in adaptation, ineffective exams, increased teacher workloads, impractical grading processes within the e-school system, and teachers' demanding schedules were also reported. For the future of speaking exams, teachers believe that these exams will/should continue but need to be improved. The findings of this study can serve as a valuable resource for English testing and evaluation, curriculum development, educational planning and programming, material development, in-service teacher training, and the preparation of pre-service EFL teachers, particularly in relation to speaking exams in secondary schools