District leaders are making strides toward freeing teachers from time spent on mundane tasks. However, there’s still work to be done, new research confirms.
In 2024, more than 60% of teachers reported experiencing burnout, often citing heavy workloads and insufficient support as driving factors, according to a from The New Teacher Project, a research, policy and consulting nonprofit.
The researchers argue that district leaders must fully understand the time constraints teachers face that keep them from carrying out their most important responsibility: providing high-quality instruction to students.
Here are some key findings that reveal how teachers spend their timeand how you can help.
Teachers’ workloads exceed their contract requirements
On average, teachers work anywhere from 35 to 50 hours per week, the research suggests. In most cases, teachers report working more than their contractual obligation of nearly 40 hours per week.
Forty percent of teachers report taking on responsibilities that go well beyond instruction, inevitably consuming large amounts of time. Roughly 20% spend time lesson planning and preparing for instruction, and the remaining time is dedicated to completing administrative paperwork, collaborating with colleagues, communicating with parents, providing emotional support to students and attending professional development.
Teachers value their instruction time
Although some teachers are compensated for their additional work, the average teacher is paid for just three out of an estimated 15 hours beyond their contracted weekly working time.
“This difference is reflected in teachers’ generally low satisfaction with the adequacy of their salaries, given the work they do,” the report reads.
Meanwhile, teacherswantto spend more time on instruction, which produces more positive experiences.In contrast, teachers report negative experiences and higher levels of stress about non-instructional activities, including administrative and grading tasks.
COVID’s lasting impact
One of the more obvious factors causing burnout is the pandemic-driven shift in curricula and standards.
For instance, changes in learning standards, assessments and curricula may alter how teachers allocate time for learning and adapting to new expectations.
Studies suggest that the intensity and focus of teaching changed dramatically during the pandemic, resulting in higher workloads that “continue to harm wellbeing.”
Additionally, districts have been implementing alternative models, such as hybrid schools, extended school years and four-day school weeks, which directly impact how teachers spend their time.
The researchers note similar studies that suggest tradeoffs associated with each model. For example, four-day workweeks are relatively popular with teachers but may worsen outcomes for students and potentially harm retention.
Recommendations for school leaders
District leaders, policymakers and administrators can improve working conditions, the research concludes. Here are four recommendations:
- Understand how teachers perceive their school’s instructional culture, including how they are asked to use their time.
- Engage educators in redefining the role of a teacher by reimagining structure and instructional culture.
- Provide resources that enable classroom teachers to focus on instruction aligned to their redefined roles.
- Find simple ways to limit demands on teachers’ time.
Read the full report .
Find your next story using the slideshow below.
