EIS AGM: New Independent Research Paints Bleak Picture on Teacher Workload

Independent academic research on teacher workload, commissioned by the EIS and published on the opening day of the EIS AGM provides yet more stark evidence that teachers in Scotland continue to work well beyond their contracted hours and that the number of working hours per week is rising.

The research was carried out over March and April 2024, with over 1,800 teachers across all 32 local authorities taking part in a one-week workload diary-keeping exercise, with a further 40 teachers taking part in in-depth follow up interviews.

The results are stark and underline the scale of workload pressure in schools, and the impact this has on teacher stress:

• On average, the teachers who participated in the research reported working 46 hours in the target week. This is 11.39 hours spent on work-related activity beyond the 35-hour working week stipulated in the 2001 Teachers’ Agreement.
• The three activities that consume by far the largest time commitment outside contracted hours are planning and preparing lessons, preparing resources, and marking and feedback for pupils. These core activities are consistently reported as the main drivers of workload that cannot be accomplished within contractual hours.
• Work beyond teachers’ contracted hours was the strongest predictor of perceived stress irrespective of sector or role. Workload burden leaves teachers feeling stressed within all aspects of their lives.
• The research found that there is a direct relationship between the level of work undertaken in evenings and weekends, and reported job satisfaction. As teachers work longer hours outside of their contracted hours, they are increasingly likely to feel lower levels of job satisfaction.
• Across sectors and regions, main grade interviewees commented on the challenges of completing data entry for tracking, monitoring and reporting within their contracted hours, especially regarding standardised assessment.
• Interviewees consistently reported greater use of teaching time to address low level and serious disruptive behaviour, and administrative follow-up activities outside lessons to report incidents and communicate with parents/ carers/ colleagues/external agencies.

Professor Moira Hulme, University of the West of Scotland, who led the academic research collaboration undertaking the study, commented: "The quality of education in Scotland’s schools depends in no small part on the professional capacity and wellbeing of its teachers.

"Teachers in Scotland work well beyond their contracted hours and working hours are rising. The workload of teachers has intensified as they address diverse learner needs and escalating behavioural and attendance issues with contracting resources."

Dr Jeffrey Wood, Senior Lecturer in Psychology at Birmingham City University, said: "The biggest issue is teachers not getting time for planning and preparing resources while at school. They’re consistently working hours they shouldn’t be, and that fact is dictating how stressed they are in all aspects of their daily lives – not just at work."

Dr Carole Bignell, Senior lecturer at UWS, said: "The teachers interviewed told us how much they have valued this opportunity to be heard. Their contributions offer compelling insights into the impact excessive workload has on their wellbeing, personal and family lives."

Commenting on the results of the research, EIS General Secretary Andrea Bradley said, "We all want our schools to be welcoming and nurturing places, where pupils can learn and working conditions for staff support good health and wellbeing.

"Unfortunately, the evidence from this robust, independent research is that currently teachers in Scotland are faced with unmanageable workloads that are affecting their health and safety at work, and that it is a growing problem. This must be taken seriously and tackled immediately, by local authorities and Scottish Government, to ensure that teachers have manageable workloads and can stay well at work."

Ms Bradley continued, "This research, and successive published reports, show that teacher workloads are influenced by a number of growing concerns that need urgent action. The impact of reduced teacher and support staff numbers, combined with an ever increasing diversity of learner needs, escalating pupil behaviour and attendance issues, unnecessary bureaucracy, a cluttered curriculum, and extended pupil wellbeing duties, are cementing the workload crisis in teaching.

"The Scottish Government manifesto set out a number of actions – in particular an extra 3,500 teachers, and a reduction in class contact time to 21 hours – but these promises are yet to come to fruition."

"We will be sharing the results of this independent research with the Scottish Government and with each of Scotland’s local authorities. Teachers, and all those working in schools, have the right to expect action to address the workload challenges outlined in this research report.”