QTU survey reveals true extent of workload blowout
Queensland Teachers' Journal, Vol 124 No 2, 15 March 2019, page no. 17
A QTU-commissioned survey of members in schools has thrown a spotlight on the working hours of teachers and education leaders.
The online survey, conducted by the Australian Council for Educational Research (ACER), focused on the hours of work of school staff, staff perceptions of their work, and the relationship between work practices and the quality of teaching. More than 12,000 members completed the survey, 31 per cent of the total membership.
Working hours
In a typical term-three week, primary and secondary teachers indicated they worked (on average) 44 hours per week, with special school teachers reporting an average of 46 hours per week. Principals worked approximately 62 hours per week during a typical week but an average of 82 hours per week during term three 2018. Principals classified as head of school work on average 58 hours, and executive principals work 64 hours.
Managing workload
Teachers frequently stated that protecting non-contact time so that they can undertake teaching-related tasks – such as planning and marking – would help them manage their work. More than 80 per cent across all school types agreed that a reduction in the number of government initiatives and “bureaucracy” would help. 80 per cent of primary school teachers believed that support from teacher-aides would help, 75 per cent suggested more teachers, and 79 per cent cited smaller classes. 71 per cent of secondary teachers wanted to see more teachers and smaller class sizes. If teachers had more non-contact time, more than 30 per cent would use it to plan more effectively to meet students’ individual learning needs.
Heads of program
When asked what would help them manage their work, more than 80 per cent of HOPs (except senior guidance officers) cited a reduction in the number of government initiatives. 88 per cent of HODs, 82 per cent of HOCs and 80 per cent of HOSESs believe that protecting non-contact time so that they can undertake teaching-related tasks such as planning and marking would help. By contrast, only 63 per cent of guidance officers and senior guidance officers agree. If heads of program had more time, it would be used to plan more effectively for students’ individual needs.
Principals
Principals and deputy principals were asked about their work environment, including engagement, satisfaction, support, challenging behaviours and stress. More than 80 per cent of principals of all classifications feel supported by their administrative staff and their leadership team. Two-thirds of principals and deputy principals feel supported by the teaching staff in their schools.
Perception of workload
Only about one-quarter of teachers believe their workload is often or nearly always manageable, and about the same proportion feel that they often or nearly always have a good balance between home and work. Nevertheless, only 28 per cent of teachers in primary schools and 35 per cent in secondary schools indicated that their workload has a negative effect on the quality of their teaching. Approximately one-third of teachers in all schools indicated that their workload often or nearly always adversely affects their health, but one-half of teachers regularly look forward to the school day. One-third of teachers regularly think about leaving the profession.
Behaviour management
When teachers were asked about stress at work, challenging student behaviour was the most frequently cited issue - by 42 per cent of primary school teachers, 41 per cent of secondary school teachers, 37 per cent of teachers in combined primary-secondary schools, and 64 per cent of teachers in special schools. It was also cited by 58 per cent of HOSESs, 32 per cent of HODs, 26 per cent of HOCs, 38 per cent of GOs and 44 per cent of SGOs.
EB
The QTU is seeking a workload audit, including, but not limited to, initiatives and proposed changes to work practice at systemic and workplace levels. The audit must also include class sizes, start and finish time of the school day, the existence of an LCC with minutes supplied, and the number of WH&S reps.
The QTU is also seeking a review of non-contact time for primary school teachers in recognition of increased systemic and school-based demands, as well as increased non-contact time provisions in all school settings to enable professional activities such as collaborative planning, moderation of student work and the implementation of the Australian Curriculum and the new QCE.
A claim for an additional three professional planning days per year is included, as is bringing the Easter break into line with other states (i.e. 10 working days) by removing mandatory flexible student-free days.