Abstract
This report presents the findings of independent research on teacher workload in Scotland. It
was commissioned by the Educational Institute of Scotland (EIS), the largest teacher trade
union in Scotland, which represents over 80% of all teachers across nursery, primary and
secondary education. The research fulfils a resolution adopted at the 2022 EIS Annual
General Meeting to contract ‘independent research that considers the workload of teachers,
the extra hours they work beyond their contractual hours as a consequence of their workload,
and the main reasons for the failure to achieve a 35-hour working week for teachers’.
The 35-hour working week for teachers in Scotland’s schools should consist of 22.5 hours
class contact time, plus 7.5 hours preparation and correction (SNCT, 2007). The remaining
five hours are set aside for locally negotiated collegiate activities. It is intended that the
individual and collective work of teachers should be capable of being undertaken within the
35-hour working week. This research examines to what extent teachers are working above
the contracted 35 hours, whether they are undertaking activities out with the stipulated range
of duties for teachers, the key influences that shape teachers’ time use, and the impact of this
on the profession.
Following a competitive tendering process, a consortium from the University of the West of
Scotland, Birmingham City University and Cardiff Metropolitan University was appointed to
undertake this study. An EIS Steering Group and two teacher panels advised the research
team. The research was conducted between January and April 2024.
A sequential mixed-method design using an online time use diary and semi-structured
individual interviews was deployed to the address the following research questions:
• What are the main activities that constitute teacher workload?
• What is the balance of this workload over the working week?
• What extra hours do teachers work beyond their contractual hours?
• Where do workload demands come from, out with class contact time?
• What are the main reasons for failure to achieve a 35-hour working week for
teachers?
The report is structured in five sections. The first section places teacher workload in context
through an overview of the policy background in Scotland. The second section presents a
concise overview of international research on teacher workload: approaches, key findings and
knowledge gaps. This review helped to inform the design of the research instruments. The
third section outlines the methodological approach and analysis strategy used in the study.
The fourth section presents key findings from analysis of the quantitative and qualitative data.
The final section discusses the findings in relation current policy and extant research.
Appendices contain a detailed breakdown of teacher characteristics and project
documentation. A Technical Annex provides additional data tables and more detailed results.
was commissioned by the Educational Institute of Scotland (EIS), the largest teacher trade
union in Scotland, which represents over 80% of all teachers across nursery, primary and
secondary education. The research fulfils a resolution adopted at the 2022 EIS Annual
General Meeting to contract ‘independent research that considers the workload of teachers,
the extra hours they work beyond their contractual hours as a consequence of their workload,
and the main reasons for the failure to achieve a 35-hour working week for teachers’.
The 35-hour working week for teachers in Scotland’s schools should consist of 22.5 hours
class contact time, plus 7.5 hours preparation and correction (SNCT, 2007). The remaining
five hours are set aside for locally negotiated collegiate activities. It is intended that the
individual and collective work of teachers should be capable of being undertaken within the
35-hour working week. This research examines to what extent teachers are working above
the contracted 35 hours, whether they are undertaking activities out with the stipulated range
of duties for teachers, the key influences that shape teachers’ time use, and the impact of this
on the profession.
Following a competitive tendering process, a consortium from the University of the West of
Scotland, Birmingham City University and Cardiff Metropolitan University was appointed to
undertake this study. An EIS Steering Group and two teacher panels advised the research
team. The research was conducted between January and April 2024.
A sequential mixed-method design using an online time use diary and semi-structured
individual interviews was deployed to the address the following research questions:
• What are the main activities that constitute teacher workload?
• What is the balance of this workload over the working week?
• What extra hours do teachers work beyond their contractual hours?
• Where do workload demands come from, out with class contact time?
• What are the main reasons for failure to achieve a 35-hour working week for
teachers?
The report is structured in five sections. The first section places teacher workload in context
through an overview of the policy background in Scotland. The second section presents a
concise overview of international research on teacher workload: approaches, key findings and
knowledge gaps. This review helped to inform the design of the research instruments. The
third section outlines the methodological approach and analysis strategy used in the study.
The fourth section presents key findings from analysis of the quantitative and qualitative data.
The final section discusses the findings in relation current policy and extant research.
Appendices contain a detailed breakdown of teacher characteristics and project
documentation. A Technical Annex provides additional data tables and more detailed results.
| Original language | English |
|---|---|
| Place of Publication | Paisley |
| Publisher | University of the West of Scotland |
| Commissioning body | Educational Institute of Scotland |
| Number of pages | 99 |
| ISBN (Electronic) | 9781903978771 |
| ISBN (Print) | 9781903978764 |
| Publication status | Published - 6 Jun 2024 |
