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The review highlights that teachers commonly work substantially more hours than contracts require, with stress linked to heavy, often non-instructional responsibilities and blurred boundaries with personal life. 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Typical workloads exceed contractual obligations by a substantial margin.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does teachers’ workload relate to stress and burnout?",{"text":117,"@type":113},"The review links longer working hours and the wide scope of responsibilities to stress, burnout, and poorer emotional well-being. Much of teachers’ time is consumed by non-instructional tasks that contribute to strain.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the review suggest about instructional time?",{"text":121,"@type":113},"Research shows benefits of teacher time spent on instruction, and teachers value instructional time more than non-instructional tasks. The review also notes that time spent on instruction can vary by teacher experience and the needs of the student population.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587851,1792988512,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Executive Summary  \nTeachers’Time Use  \nA Review of the Literature  \nIntroduction  \nTeachers are the backbone of our education system, shaping not only the academic success of millions of students but also their long-term well-being and economic mobility. One out of every 12 college-educated workers in the U.S. serves as a PK-12 or special education teacher, making educators a vital and influential part of the national workforce. Their value, however, extends far beyond their numbers; research consistently shows that teacher quality is the single most important school-based factor in determining students’ motivation, academic achievement, and future outcomes.  \nThe impact of great teaching is not just immediate but also enduring. As TNTP explored in Paths of Opportunity, young people who have access to high-quality academic experiences and excel in school are also more likely to earn a living wage and report high levels of well-being in adulthood. In fact, economists have found that students who move from an average teacher to an excellent teacher in a single grade can expect to earn thousands of additional dollars over their lifetimes.  \nDespite their central role, teachers increasingly view their profession as unsustainable. In 2024, more than 60% of teachers reported experiencing burnout, often citing heavy workloads and insufficient support as key factors. While we know that teachers matter profoundly, there is still much to learn about how they spend their days and how the use of their time influences both their own well-being and student learning. This is a critical gap; if we want to maximize the impact of teachers on student learning, well-being, and long-term opportunity, we must ensure their jobs are sustainable and that they are empowered to use their time efficiently and effectively.  \nThis literature review synthesizes dozens of sources, including academic studies, surveys, research reports, and news articles to surface consistent themes about how teachers use their time, the demands they face, and the often-blurred lines between work and personal life. Our analysis reveals that teachers work substantially more hours than their contracts require, with much of their time consumed by non-instructional tasks that contribute to stress and burnout. Time use also varies by teacher experience, school context, and student population, with those serving the highest-need students often spending less time on instruction. Recent shifts—such as the rise of educational technologies—have further complicated teachers’ workloads.  \nBy understanding these dynamics, education leaders and policy makers can take concrete steps to support teachers, improving not just their effectiveness, but also their well-being and retention in the profession. Ultimately, optimizing how teachers spend their time is both an opportunity to improve a critical workforce issue and a critical lever for advancing student learning and lifelong success. It’s crucial to understand how to support teacher quality and effectiveness—and how to make teachers’ jobs more sustainable.  \nKey Findings  \nFinding \\#1: Teachers report working longer hours than their contracts require, contributing to the stress and burnout that many experience on the job.  \nEstimates of teachers’ total working time are wideranging, from roughly 35 hours to upwards of 50 hours per week. In most cases, reports of the typical workload exceed teachers’ contractual obligations (just under 40 hours per week on average) by a substantial margin. The responsibilities that comprise teachers’ time go well beyond instruction, although it consumes the largest share of teachers’ time (at least 40 percent, according to most surveys) . Teachers also spend a considerable amount of time on lesson planning and preparation (roughly 20 percent), and the remainder of their time is spread across a range of tasks, such as completing administrative paperwork, collaborating with colleagues, communicating with paren","cbCaijqKR0RbFEoD","https://ap.wps.com/l/cbCaijqKR0RbFEoD","pdf",810404,14,"English","# Executive Summary\n# Teachers’Time Use\n# A Review of the Literature\n# Introduction\n# Key Findings\n## Finding #1: Teachers’ Working Hours and Burnout\n## Finding #2: Benefits of Instructional Time","[{\"question\":\"What does the review say about how many hours teachers work compared with contracts?\",\"answer\":\"Teachers often report working longer hours than their contracts require, with estimates ranging from about 35 to over 50 hours per week. Typical workloads exceed contractual obligations by a substantial margin.\"},{\"question\":\"How does teachers’ workload relate to stress and burnout?\",\"answer\":\"The review links longer working hours and the wide scope of responsibilities to stress, burnout, and poorer emotional well-being. Much of teachers’ time is consumed by non-instructional tasks that contribute to strain.\"},{\"question\":\"What does the review suggest about instructional time?\",\"answer\":\"Research shows benefits of teacher time spent on instruction, and teachers value instructional time more than non-instructional tasks. The review also notes that time spent on instruction can vary by teacher experience and the needs of the student population.\"}]","Teacher Time Use - A Review of the Literature | PDF",1792063357,35]