Teachers’ administrative workload crowding out instructional activities

Kyung-Nyun, Kim

doi:10.1080/02188791.2019.1572592

Cited by 25 publications

(14 citation statements)

References 36 publications

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“…On the other hand, peripheral tasks at home were not significantly associated with psychological stress reactions. These findings are consistent with the previous studies that reported that both educational tasks and peripheral tasks might affect teachers’ mental health 24 – 26 ) , and provide new evidence for the differences depending on the overtime work types.…”

Section: Discussionsupporting

confidence: 92%

Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

et al. 2021

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This study aimed to investigate the relationship between working overtime and psychological stress reactions among school teachers. It also evaluated the interaction of overtime work types (on weekdays, on holidays, and bringing work home) and task content (educational, peripheral and both). This cross-sectional study was conducted on Japanese elementary and junior high school teachers. Primary outcome was psychological stress reactions measured with the Brief Job Stress Questionnaire. Participants were asked how long they work overtime on weekdays, holidays, and at home. Participants were also asked whether they engaged in educational tasks and/or peripheral tasks during that overtime work. Multiple linear regression analyses were applied and 6,135 participants were included in the analyses after imputing missing data. Working hours of all three types were significantly correlated with higher psychological stress reactions. Moreover, engaging in both educational and peripheral tasks showed higher psychological stress reactions than in only educational tasks when working overtime on weekdays and holidays. In conclusion, reducing overtime work regardless of work types is crucial for mitigating psychological stress reactions for teachers. It might also be possible to manage the psychological stress reactions by splitting the role of task contents, when working overtime on weekdays and holidays at school.

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Section: Discussionsupporting

confidence: 92%

Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

et al. 2021

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“…It is both theoretically and practically urgent to explore how teachers' workload, due to coaching students, can be alleviated somewhat. As mentioned previously, coaching often places a big burden on teachers, a burden that may be too heavy to bear in light of research on their workload (e.g., Ballet & Kelchtermans, 2009;Kim, 2019). Using smart technology to lighten that workload may make a big practical difference.…”

Section: The Role Of Coaching With Portfolio Usagementioning

confidence: 99%

Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

Beckers

Dolmans

Merriënboer

2021

Journal of Research on Technology in Education

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This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student selfcoaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student selfcoaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.

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“…As the non-teaching professional workload increases, the attention, care, energy, and emotional capital that the teacher will spend on teaching may decrease (Chen, 2016). Previous research revealed that non-academic workload increases the workload perception of teachers more than academic workload (Kazak, 2019;Kim, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

İş yükü ve işte kalma niyeti arasında duygusal bağlılık ve iş tatmininin aracı rolü: Vakıf üniversitesinde bir saha çalışması

Keçeci¹,

Küçükelçi²,

Vural³

2022

javs

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The aim of this study is to examine how job satisfaction and affective commitment mediate the relationship between workload and intention to stay. Academic staff from Istanbul Gelisim University made up the sample population for the study (N=233). Structural equation modeling has been used to test the relationships between the variables, and the results show that the hypotheses are strongly supported. As a result of the research, it was found that academicians, who consider their workloads as reasonable, are more likely to stay at their workplaces. Moreover, the affective commitment and job satisfaction levels of academicians are also influenced by their workload. When academicians feel that their workload is too excessive, their affective commitment and job satisfaction levels decline, and as a result, they are less likely to stay with their jobs. The universities are struggling to keep their qualified academicians in today's competitive work environment while it is very critical for academic performance. In this framework, it is anticipated that this research would be useful in examining the necessary factors for academics to stay at their workplaces and presenting new methods to university administrations.

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Teachers’ administrative workload crowding out instructional activities

Cited by 25 publications

References 36 publications

Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

İş yükü ve işte kalma niyeti arasında duygusal bağlılık ve iş tatmininin aracı rolü: Vakıf üniversitesinde bir saha çalışması

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