Teacher Workload Research Articles

When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks

This paper provides new evidence on the link between primary and secondary teacher workload and wellbeing for five predominately English-speaking education systems (England, Australia, Alberta-Canada, New Zealand, United States). It illustrates how, by ignoring potential non-linearities and measurement error, previous research may have missed key aspects of the workload-wellbeing relationship. We also demonstrate how the time that teachers spend marking is the key driver of workload stress and poor levels of workplace wellbeing across English-speaking countries.

A Study on Job Satisfaction Level of School Teachers in Ramanathapuram Town

In the present study, based on my survey of perception of school teachers in private schools in Ramanathapuram district. On the basis of the response of 100 respondents. The study aims to measure the level of job satisfaction, job involvement and organizational climate of school teachers in private schools in Ramanathapuram town. The Results are demonstrating a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs.

Evaluating Teaching Workload of Academic Staff for Optimum and Effective Use of Expertise Resources

Evaluating Teaching Workload of Academic Staff for Optimum and Effective Use of Expertise Resources

To teach or not to teach? Junior academics and the teaching-research relationship

ABSTRACT The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.

Адаптация молодых учителей в условиях дефицита рабочей силы в системе образования Московской области

Growth of the number of students, the increase in the teacher's workload, as well as the characteristics of the age structure of the teacher workforce indicate the seriousness of the problem of teacher shortage in the Moscow region. It is obvious that attracting and retention graduates of pedagogical universities in the regional education system is extremely important. 
 This article presents the results of young teachers’ adaptation process research including the issues of interaction with colleagues, students and their parents, workload and salary, as well as the respondents ' assessment of university training in terms of the use knowledge and skills in work. The sample (n= 64) included teachers who worked at schools from a few months to four and a half years. 
 Based on the survey results, conclusions about the possibilities of improving the mechanisms of adaptation of young teachers in the schools of the region were drawn.

Faktor Intrinsik dan Ekstrinsik Dimoderasi Motivasi Kerja Terhadap Kinerja Guru

Background – Competent teachers can produce quality education. The problem that exists is the number of teachers in schools who lack motivation, this is due to the low enthusiasm of teachers when teaching in several schools. In addition, teacher workloads that exceed the limit and lack of training to improve teacher skills also lead to a lack of teacher motivation. The solution is the need to increase work motivation from both extrinsic and intrinsic factors. Purpose – To find out the influence of instristic and extraneous factors moderated work motivation on teacher performance. Design/Methodology/Approach - This research method uses a causality research design. The population of the study was 86 junior high school teachers in Poncokusumo District. With the research sample 46 SMP teachers who have been certified. The approach used is quantitative with Moderated Regression Analysis (MRA). Result and Discussion - The results of data analysis state: (1) intrinsic factors affect teacher performance, (2) extrinsic factors affect teacher performance, and (3) moderated intrinsic and extrinsic factors affect teacher performance. Conclusion – The results of this study are the intrinsic and extrinsic factors which are moderated by motivation have a significant effect on performance. Motivation strengthens the relationship between intrinsic and external factors on teacher performance in junior high schools in Poncokusumo sub-district. Research Implications - This research has implications for the influence of intrinsic and extrinsic factors as well as motivation as moderation on teacher performance

The Influence of Emotional Intelligence and Teacher Workload on Teacher Performance

There are still many teachers who have not been able to act professionally. Lack of emotional intelligence and motivation of teachers to complete tasks hampers teacher performance. This research was an ex post facto research. The population in the study involved 46 respondents. The techniques used to collect data are observation, interviews, and questionnaires. The instrument used in analyzing the data is a questionnaire. The data analysis method used consists of classical assumption tests and hypothesis testing. Classical assumption test consisted of residual normality test, heteroscedasticity test, multicollinearity test, and SPSS-assisted linearity test. Hypothesis testing used simple linear regression analysis and multiple linear regression analysis assisted by SPSS. The study results based on simple linear regression analysis and multiple linear regression analysis showed that (1) there was no effect of emotional intelligence on teacher performance. (2) There was an effect of workload on teacher performance with a contribution of 98%. (3) There is an influence of emotional intelligence and teacher workload on teacher performance with a contribution of 14.3%. It can be concluded that there is an influence of emotional intelligence and teacher workload on the performance of elementary school teachers.

Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review

This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with comments received from peers. Inner feedback was made explicit by having students write an account of what they were learning from making these different comparisons. This allowed evaluation of the extent to which students’ self-generated feedback comments would match the feedback comments a teacher might provide, and exploration of other variables hypothesized to influence inner feedback generation. Analysis revealed that students’ self-generated feedback became more elaborate from one comparison to the next and that this, and multiple simultaneous comparisons, resulted in students’ generating feedback that not only matched the teacher’s feedback but surpassed it in powerful and productive ways. Comparisons against received peer comments added little to the feedback students had already generated from comparisons against peer works. The implications are that having students make explicit the internal feedback they generate not only helps them build their metacognitive knowledge and self-regulatory abilities but can also decrease teacher workload in providing comments.

Central Asian Journalism Studies: Is There a Pathway From Conference Paper to Journal Publication?

This exploratory study analyses growing pressures on faculty in Central Asia to publish research in high-quality international journals and how faculty attempt to meet publishing mandates from institutions and ministries motivated to join world rankings. This is important because of the scarcity of Central Asian scholarship in peer-reviewed journalism and mass communication (J&MC) journals due to the exceptional challenges faculty face publishing their work internationally. This study, the first of its kind for international J&MC scholarship, draws on a survey and qualitative interviews with faculty who presented research on J&MC topics at one or more Central Eurasian Studies Society (CESS) conferences from 2015 to 2019. The study selected CESS because it is one of the few academic and international venues focused on the region. It found that a third of conference papers were subsequently published. Among paper authors who did not publish, many cite heavy teaching and administrative workloads, weak methodological and theoretical exposure, and unfamiliarity with international standards of research writing. The article discusses the findings in relation to the growing number of predatory journals, escalating demands on faculty to publish internationally, Western-centric disciplinary journals, and insufficient research support from their institutions and ministries.

MONITORING OF THE EFFICIENCY OF THE EDUCATIONAL PROCESS IN THE CONDITIONS OF DISTANCE LEARNING

The article investigates the efficiency of the educational process in the conditions of distance learning in Cherkasy region during the second wave of pandemic. In order to check the efficiency of distance learning, the most urgent issues were identified and a questionnaire of teachers was conducted (November-December 2020). The questionnaire was organized due to the assistance of the Uman City Council. In the questionnaire, 150 teachers of Uman schools took part. The analysis of the study conducted by us reveals a number of difficulties and problems of the psychological nature associated with the organization of distance learning (lack of skills to study independently; low motivation to study; enormous workload of students and teachers; lack of communication with teachers and peers; rejection of a distance learning; emotional burnout (for a teacher)).The analysis of modern studies allowed developing a series of methodical advice for teachers about overcoming such problems as the importance of constant communication with students (visual contact); conducting the material in an optimistic tone; providing constant feedback; taking into account the age of children; psychological support and assistance to students.In the course of the study, another problem was discovered. It was connected with the peculiarities of educational activity (working with people, stressful situations, etc.) and innovative constraints caused by the COVID-19 pandemic, which is characterized by psychoemotional exhaustion, emotional burnout of teachers. In order to prevent the development of this type of teacher professional deformation, the following rules should be observed. Teachers should distribute effectively working hours; critically evaluate own professional, emotional and physical conditions and have access to the necessary professional assistance; create conditions for the formation and restoration of personal resource; follow the rules of psychological safety in the process of professional activity.Teachers, psychologists, methodologists and other participants of the educational process can use developed methodological recommendations.
 Keywords: educational process, distance learning, pandemic, quarantine, teacher questionnaire, psychological problems, psychological support, methodical advice to teachers, age features.

Staffing, Supervision and School Discipline as Determinants of Teachers’ Job Commitment in Public Secondary Schools of Delta State

The study was conducted to examine how staffing, supervision and school discipline could determine teachers’ job commitment in public secondary schools, Delta State. The correlational survey was adopted for this study. The population comprises of 13,484 principals and teachers in public secondary schools in Delta State. Purposive sampling method was used to sample 674 participates. Two instruments were self-developed for data collection, the instruments were titled “Staffing, Supervision, School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instrument was validated through face and content validity. Additionally, the instruments were exposed to Cronbach alpha co-efficient and reliability test yielding coefficients of .81 and .77 was obtained for School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ) respectively. Data obtained was loaded into SPSS version 23 to compute results using Pearson Product Moment Correlation Statistics and regression analysis. Finding shows that staffing, supervision and school discipline are positively significant to teachers’ job commitment in Delta State public secondary schools. It is thus recommended that government should ensure that all schools within the state are adequately staffed such that the workload of teachers will reduce.

Electronic schedule at the university on the basis of 1C:Automated scheduling. University on the example of Omsk State University

Automating scheduling is a classic task in learning management systems. The process of scheduling is, in a sense, the final one in the chain of support of educational activities, and its automation reveals all inconsistencies and shortcomings of the previous processes. In order for the scheduling to be automated as much as possible, a lot of various initial information should be processed in the information systems of the university — curricula, staff, workload, schedule of the educational process, contingent of students, classroom fund. It is especially difficult for universities with educational programs of various orientations — natural science, humanitarian, creative, etc., which have specific principles for organizing and conducting classes.The level of automation of educational activities at Dostoevsky Omsk State University, a classical university with a wide variety of types of educational programs, made it possible to tackle the task of scheduling. However, during the implementation of the automated scheduling system, the project team faced a number of problems.The article describes the results of the project for the transition to an electronic schedule in Dostoevsky Omsk State University using the circulation software product 1C:Automated scheduling. University based on the 1C:Enterprise 8.3 system. Initial data on the individual workload of teachers, the classroom fund, the list of student groups, and the list of disciplines were loaded into the configuration from the existing information system of design of Dostoevsky Omsk State University. Based on the results of the audit of the downloaded reference information, the initial data, including curricula, were normalized. The compiled schedule in two modes (manual and automatic) was published on the official website of the university and is used to operate a chatbot on the VKontakte network to inform students and teachers about upcoming classes.

Achieving Scalability and Interactivity in a Communication Skills Course for Undergraduate Engineering Students

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article describes and evaluates a novel undergraduate communication skills course for engineering students. The course focuses on improving student communication skills by using interactive lectures and authentic assessment activities in a scalable manner. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Published studies and reports suggest communication skills are becoming increasingly important for young engineers. Accordingly, communication skills are often included in engineering curricula. Engineering graduates typically lack these skills because they underestimate the importance of communication skills, while methods in teaching and assessing these skills remain inadequate. Providing proper support to students in acquiring communication skills and subsequently assessing learning outcomes without significantly increasing teacher workload is a challenge. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> The intended outcome described in this article involves a scalable approach to teaching communication skills to undergraduate engineering students. The approach focuses on interaction during live lectures, authentic activities, and technology to achieve efficiencies for a small number of teaching staff holding the course to a large student population. In line with the expectancy-value theory (EVT) framework, the expectation is that the approach will have a positive effect on student perceptions of the importance of communication skills, which predict positive learning outcomes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> The course includes live lectures, practical homework assignments, and other authentic activities like elevator pitching, participating in job interviews as well as workshops or presentations. The importance in live lectures is placed on achieving interactivity by using an audience response system (AuResS). A peer review approach is used to assess homework assignments. Data from a survey of students qualifying their perceptions of communication skills were collected four times during the semester and analyzed along with their final course percentage. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The study findings suggest first-semester engineering students think communication skills are important for engineers, and particularly value the authentic activities implemented in the course, even though the activities required more work on their behalf. However, only a small, statistically significant correlation was found between student opinions on the importance of communication skills and their course achievements. The AuResS and peer review, essential from the teachers’ perspective, were successfully used to achieve scalability in learning and assessment under the conditions described in this article.

ISTART StairStepper—Using Comprehension Strategy Training to Game the Test

Literacy skills are critical for future success, yet over 60% of high school seniors lack proficient reading skills according to standardized tests. The focus on high stakes, standardized test performance may lead educators to “teach-to-the-test” rather than supporting transferable comprehension strategies that students need. StairStepper can fill this gap by blending necessary test prep and reading comprehension strategy practice in a fun, game-based environment. StairStepper is an adaptive literacy skill training game within Interactive Strategy Training for Active Reading and Thinking (iSTART) intelligent tutoring system. StairStepper is unique in that it models text passages and multiple-choice questions of high-stakes assessments, iteratively supporting skill acquisition through self-explanation prompts and scaffolded, adaptive feedback based on performance and self-explanations. This paper describes an experimental study employing a delayed-treatment control design to evaluate users’ perceptions of the StairStepper game and its influence on reading comprehension scores. Results indicate that participants enjoyed the visual aspects of the game environment, wanted to perform well, and considered the game feedback helpful. Reading comprehension scores of students in the treatment condition did not increase. However, the comprehension scores of the control group decreased. Collectively, these results indicate that the StairStepper game may fill the intended gap in instruction by providing enjoyable practice of essential reading comprehension skills and test preparation, potentially increasing students’ practice persistence while decreasing teacher workload.

Practices and Barriers of Inter-Professional Collaboration with Teacher-librarians and Teachers: A Content Analysis

Thematic content analysis was used to identify the practices, and barriers of inter-professional collaboration among teacher-librarians and classroom teachers. Twelve structured research were identified and information regarding the themes was extracted verbatim. The data collected on practices were analysed to see how they correlated with to Loertscher and Koechlin’s (2016) conceptual framework for collaboration and co-teaching among teacher-librarians and classroom teachers. The barriers were examined and analyzed to gain an understanding of suitable recommendations to alleviate same. It was discovered that the involvement of school administration in the collaborative process; the presence of curriculum integration; and the provision of a common space for teaching were important practices for successful inter-professional collaboration. On the other hand, the lack of understanding of the role of both professionals and the workload of teachers were identified as some of the barriers. It was recommended that these can be alleviated if each professional spends time to know about each other’s job description and learn how to integrate the library seamlessly into the curriculum so that the workload of the teacher is not increased.

Professional burnout and increased workload during covid-19 in higher education teachers in monteria - colombia

Introduction Faced with the global health emergency, a product of Covid-19, the educational system was forced to change its dynamics, assuming new challenges and adapting to virtual environments (Sierra, López, Azar &amp; Trevethan, 2020). In this sense, the teaching task from home supposes an increase in the hours dedicated to their work, since they have seen the need to be trained in digital platforms to be able to respond to the changes derived from confinement; which can quietly generate professional wear and tear.ObjectivesAnalyze the relationship between professional burnout and increased workload on teachersMethodsA cross-sectional study of correlational scope was carried out in 60 (n = 60) teachers, working actively at a higher education institution. A sociodemographic scale was designed to identify the hours dedicated to work before and during confinement and to evaluate professional burnout, the adaptation of the MBI instrument for the Colombian population was used (Barbato, Córdoba, González, Martínez &amp; Tamayo, 2011)ResultsA 50% increase in the workload of teachers was observed during confinement, besides, a statistically significant correlation between professional burnout and the increase in hours dedicated to work (Table 1)ConclusionsIt was possible to conclude that the significant increase in the workload in teachers correlates positively with levels of emotional exhaustion and depersonalization; however, no correlations were observed between workload and personal achievement of higher education teachers.

Automatic Correction Service System for English Composition based on Big Data

With the rapid development of science and technology, big data is gradually being applied to the field of English writing teaching. On this basis, an automatic correction system is developed to automatically evaluate and feedback students’ compositions. This has become the future of feedback research and development Directions and trends. Writing is a cyclical creation process. The correction and feedback of composition is very important in writing teaching. However, in traditional teaching, due to the heavy workload of teachers, it is difficult to give feedback sentence by sentence, and there may also be inefficient feedback. In view of this, it is necessary to conduct an in-depth discussion on English composition based on automatic correction system, and on this basis, explore the automatic correction service system for English composition based on big data, so as to provide inspiration and reference for the evaluation of English writing teaching. The study found that the automatic correction service system came into being, which made up for the shortcomings of composition feedback in traditional teaching. Moreover, the automatic correction service system for English composition based on big data has many advantages compared with teacher correction, and it can accurately provide Students point out errors in writing, which can reduce teachers’ workload and improve teaching quality. In addition, this article also summarizes the shortcomings of the automatic correction service system and puts forward suggestions in order to better apply the automatic correction service system to English writing teaching.

Development of a Kanji Reference Tool and its Moodle Integration Edukanji 2.0: Design, Development and Implementation

Due to the COVID-19 emergency, Ca’ Foscari University of Venice has reorganized a large part of its courses for on-line delivery through the LMS Moodle. Unfortunately, this platform, besides having a particularly complex interface to use, does not have modules dedicated to the teaching of Japanese. Addressing this issue, this paper proposes the design of a module for kanji teaching integrated with the Moodle workflow, to produce complete and printable kanji sheets with all the necessary information, thus reducing teacher workload. The methodology used derives from an Instructional System Design development model (SAM, Successive, Approximation Model) that allows continuous feedback from the teacher, so as to adapt the developed prototype to his/her teaching needs.

Условия труда московских педагогов в период пандемии

The article presents the results of a series of sociological surveys conducted by the Moscow Trade Union Organization using an online questionnaire in the period from September to December 2020. The purpose of this publication is to identify and analyze the main difficulties faced by Moscow teachers when switching to remote mode of work. The corresponding results were presented to the management of the Department of Education and Science of the City of Moscow for making decisions on reducing the workload of teachers. The novelty of the study is confirmed by the low level of knowledge at the time of publication of the phenomena associated with the working conditions of teachers during the pandemic.

Low Job Satisfaction as A Lived Experience for Experienced Middle School Teachers in Rural Tennessee: A Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the lived experiences of rural experienced middle school teachers in Tennessee with low job satisfaction. Urie Bronfenbrenner’s ecological systems theory (EST) was the theoretical framework guiding this study. EST is composed of five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study included participation from 10 experienced teachers with 5 or more years of teaching experience who demonstrated low job satisfaction in Tennessee according to the results of a questionnaire given prior to conducting the study. The central research question guiding this study was, what are experienced middle school teachers’ perceptions of job satisfaction as a lived experience in rural Tennessee? The four sub questions were designed to investigate how teacher workload, collegial experience, administrative leadership and support, and student behavior impact job satisfaction. Data for this study were collected through individual interviews, an online focus group interview, and a reflective journal, and produced four major themes: (a) unrealistic expectations, (b) middle school environment, (c) students, and (d) middle school teacher challenges. The findings revealed participants’ perceived administrators and policy makers had unrealistic expectations on their teachers due to being disconnected from their teachers. The findings also indicated participants’ environment at the middle school level was challenging as they dealt with the basic needs of students before educating them. Participants expressed that collegial support was vital to the profession and that they loved teaching but had negative perceptions about the challenges they often encounter on the job.