Reducing teacher workload remains a hot topic within education; but how can this be done effectively without actually knowing specific areas in which educators are overworked? This post explores the importance of surveys to understand teacher workload and on tackling high teacher workload.

DfE Teacher Workload Surveys

A pertinent document to refer to when exploring this question is the Teacher Workload Survey (DfE, 2019); coordinated by the DfE to act as a “national barometer” for teachers’, middle leaders’ and senior leaders’ workload levels. The survey used random selection to choose schools and presented them with an online survey around their workload. Across 404 schools, 7,287 teaching staff participated.

The report seems comprehensive and, for anyone interested in the findings, you can find them linked in the reference list at the end. The key finding, as described within the report, is that: “the number of hours teachers and middle leaders report working out-of-school hours has fallen, both in terms of the average number of hours worked, and as a proportion of total working hours.” This is compared to the previous workload survey, administered in 2016. However, the average reported hours for teachers and middle leaders were still at 49.5 hours, considerably higher than the “standard” working week of 37.5.

There have been concerns raised around the validity of the data: Jerrim (2019) states both the overall representation of teachers within the survey, plus errors with the data measurement tools, call the survey’s authenticity into question.

It could be suggested that national surveys such as this one provide some solid insight into teacher workload but, what if your school is not selected? What if the procedures and policies in place in the schools surveyed are different to those of your school? Though the national survey ticks a box in terms of gaining an overall perception of teacher workload, the reality for the individual educator could be largely different.

This is why it could be deemed important for consultations to take place “in house” – that being, within schools. But how could this be done?

Surveying within schools

From personal experience as a teacher, I can remember receiving two surveys regarding my workload and wellbeing during my five years at the same school. I recall feeling frustrated with it at the time because it was adding to an already large pile of “to-do’s” and almost felt counterproductive!

Despite feeling grateful for its straightforwardness at the time, on reflection the survey was far too simplistic to understand teacher workload. The survey could not gain any true reflection of my workload and the individual components within it. It asked only closed questions such as “do you feel SLT help you manage your workload?” and then gave a sliding scale of 1-5, requiring me to circle which one I felt most applicable. Across all the teachers in the school, it produced quantitative data, which was then presented as percentages, but it didn’t really tell anyone anything.

The “invisible” workload

The purpose of surveying teacher workload is, it would be assumed, to take steps towards reducing it. However, the concept of what constitutes “workload”, and the intensities of individual tasks, isn’t necessarily explored deeply enough and can result in too simplistic a response when asked (this is explored further by Creagh et al, 2023).

In my experience, workload doesn’t necessarily just refer to marking, planning or other administrative tasks, it can also be the mental load carried by the demanding nature of the job. For example, it’s how the strain of teaching a classroom of challenging behaviour all day impacted my ability to work efficiently and comprehensively on my tasks after the school bell had rung. Or, how sitting in an unnecessary two-hour staff meeting once a week impacted the opportunity to set up my classroom for the following day, saving time in the morning. Not to mention being passed extra work by a member of SLT (which technically was theirs to do) with another member of SLT completely unaware I had been given it. And they wondered why I was feeling burnt out!

How to optimise workload surveys

This is where communication is vital. Surveys may remain one of the most time efficient methods for collecting data around teacher workload, but the way these are written and presented can optimise responses. An article from the Schools and Academies Show (2023) demonstrates some examples of questioning which could be used. These offer a variety of open and closed questions, diving deeper into individual areas of teacher workload, thus creating a more holistic response.

Some further examples of ways surveys can transform feedback include:

• Using a variety of question types – sliding scales, open ended questions, multiple choice: they all require varied responses and will generate a mix of qualitative and quantitative data
• Ensure questions are clear and refer only to one area at a time. This reduces the ambiguity of responses and will give targeted feedback
• Piloting the survey with a small group of teachers first could strengthen the survey and eliminate issues with questions
• Arguably most importantly, systematically analysing the answers and acting upon them! Once answers are collated, patterns could be sought to identify trends across the school which could then be targeted. Producing qualitative and quantitative results will create an inclusive overview of the key issues surrounding teacher workload.

Whilst teacher workload clearly remains a significant issue within education, it is vital that those “on the front line” of teaching are allowed to communicate their concerns, experiences and suggestions on how this can be improved, not just nationally but on a more localised scale too. This approach will help you to truly understand teacher workload in your school.

References

Creagh, S., Thompson, G., Mockler, N., Stacey, M., Hogan, A. (2023). “Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis.” Available at: Full article: Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis (tandfonline.com) [Accessed: 1^st August 2024].

Department for Education. (2019). “Teacher Workload Survey.” Available at: Teacher workload survey 2019: research report (publishing.service.gov.uk) [Accessed: 1^st August 2024].

Jerrim, J. (2019). “How well do we measure teacher workload?” Available at: How well do we measure teacher workload? | UCL IOE Blog [Accessed: 1^st August 2024].

Schools and Academies Show. (2023). “Teacher Wellbeing Survey: 75 Questions to Ask.” Available at: https://blog.schoolsandacademiesshow.co.uk/75-questions-to-ask-in-your-teacher-wellbeing-survey [Accessed: 1^st August 2024].