A Story on Teachers' Workload

Abstract

The purpose of this study was to explore teachers' workload and its sources from teachers' perspective. Toward the purpose, interviews with and essays written by teachers were analyzed to interpret the meaning of teachers' workload and examine the relationship between their workload and social forces. The results indicated that teachers' workload could be fully understood when amount, intensity and nature of teachers' work were considered together. Among them the nature of work centered on non-educational affairs was perceived most serious problem by the teachers. However, most of the teachers felt helpless at their situation largely made by socio-structural factors including neoliberalism, bureaucracy and authoritarianism. Such a submissive reaction of teachers interacted with the forces to contribute to sustain their predicament.

South Korea’s Teacher Education Innovations: Impact and Implications

“…Teachers' workload could be fully understood when amount, intensity and nature of teachers' work were considered together (Kim, Lee, Hong, Hwang, Lee, Kim, 2013). Teachers' workload is considered excessive because aside from class preparation and teaching during class hours, they are also assigned to teach extra after class hours or advise special activities in school.…”