此為英文文檔 Transforming education from within - current trends in the status and development of teachers;World TeachersDay 2022

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Transformingeducationfromwithin

Currenttrendsinthestatusanddevelopmentofteachers

WorldTeachers’Day2022

WorldTeachers’Dayon5Octoberisayearlyoccasiontocelebrateteachersandallrelatedprofessionalsfortheirworkandtheirinvaluablecontributiontotheshapingofcitizensandcommunities.Itisalsoatimeforreflectionandcriticalanalysisofteachers’professionalsituationandthechallengestheyface.

Thisdocumentaimstoprovideacontextual,data-drivenoverviewofthekeychallengesfacingteachers

aroundtheworldintheaftermathoftheCOVID-19pandemicandisintendedtoinformthediscussionsthatwilltakeplaceinthevarioussessionsofthe2022commemorationsofthisinternationalday.Itwillalsoserve

asabasisforfurtheractionandglobalengagementtostrategicallysupportteacherstoinnovateandtransformteachingfromwithin.

Publishedin2022bytheUnitedNationsEducational,ScientificandCulturalOrganization,

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?UNESCO2022

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Transformingteachingfromwithin–Currenttrendsinthestatusanddevelopmentofteachers

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Introduction

TheCOVID-19pandemichasbeenachallengingperiodforeducation,asforothersectors.Butaswellaschallenges,crisespresentopportunitiesforrenewal.Thepandemicshowedthatwecanonly

overcome21stcenturychallenges,suchasclimatechange,rapidtechnologicaldevelopmentandrisinginequality,whenweworktogether–andeducationmustmodelthisessentialchange.

Educationhasalwaysbeenimportantinadvancingthetransformationofsocieties,sotobuild

sustainablefutures,educationitselfmustbetransformed.Tobuildabetterfuture,asthepandemicshowed,weneedflexible,adaptableeducationsystemsthatcanplaytheirpartinaddressingthe

rootcausesofinequalities.Inthistransformation,teachersmustbekeyagentsofchange.The

COVID-19pandemicdemonstratedthatteachershavethecapacitytoadapteducationalprovisiontochangingdemands,includingincontentandorganization,tomakeeducationmorerelevantand

fosterlearningeveninthemostchallengingcontexts.Thecrisisshowedthateducationcanchange,butforthischangetotakeplace,teachersneedtobeadequatelysupportedandempoweredtoplaytheirpart.

ThispointismadeinthereportfromtheInternationalCommissionontheFuturesofEducation

(UNESCO,2021),whichcallsforanewsocialcontractforeducation.Thereportemphasizesthat

educationinvolvesmorethanjusttransmittingknowledge:educationmustimpartthevalues,norms,commitmentsandprinciplesthatshapeglobalcoexistenceandhelpforgeglobalcitizenswhocan

worktogethertowardsasustainableandpeacefulfuture.Ithighlightsfourmainissuesthatmustbeaddressedtoreimagineteachingandtheteachingprofessionandplaceteachersatthecentreofthetransformationprocess.First,teachingmustberecastasacollaborativeprofession,whichstartswithrecognizingteachersasreflectivepractitionerswhoseknowledgeservestheirlearners,other

teachersandeducationsystems.Second,teacherprofessionaldevelopmentmustberecognizedasalifelongjourneyandfosteredthroughcommunitiesofpractice,peerlearningandothercontinuing

educationopportunities.Third,publicsolidarityisneededtotransformteachingandimprove

educationbyimprovingteachers’workingconditionsandelevatingteacherstatus,inparttoensuretheprofessionismoreappealingtoyoungergenerationsandtherebytoaddressteachershortages.Finally,thereportconsiderstheroleofteachersbeyondschoolsandexaminestheirroleindecision-makingandpublicdebateabouteducation,inwhichautonomybutalsosupportisneeded.

TheTransformingEducationSummit(TES),convenedbytheSecretary-GeneraloftheUnitedNations

inSeptember2022,identifiedteachers,teachingandtheteachingprofessionasoneofitskey

thematicareas.TheTESrecognizedthattheeducationworkforcemustbeprofessionalized,trained,motivatedandsupportedtodrivethetransformationofeducation.Forinstance,teachingand

learningwascitedmorefrequentlythananyothertopicasfoundinananalysisof106NationalStatementsofCommitment(CGD,2022).Developedthroughglobalconsultationsamongawiderangeofstakeholders,adiscussionpaperidentifiedkeychallenges,aswellasstrategiesand

recommendationstoenablethetransformationofteachers,teachingandtheteachingprofession(UNESCO,ILOandTTF,2022).Emergingfromthepaper,threeactionareaswereelaboratedto

supportandempowerteachersandeducationpersonnel:

.Accelerateeffortstoimprovethestatusofteachersandtheirworkingconditionstomaketheteachingprofessionmoreattractivethroughrobustsocialdialogueandteacher

participationineducationaldecision-making

.Acceleratethepaceandimprovethequalityofteacherprofessionaldevelopmentthroughtheadoptionofcomprehensivenationalpoliciesforteachersandteachingpersonnel

.Improvefinancingforteachersthroughintegratednationalreformstrategiesandeffectivefunctionalgovernanceanddedicatedfinancialstrategies.

Thisyear’sWorldTeachersDaydrawsonboththeFuturesofEducationreportandtheTransformingEducationSummit.Whilemanyoftheeffectsofthepandemichaveyettobereflectedinnational

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andinternationaleducationstatistics,thisbackgroundpaperaimstoprovideacontextual,data-drivenoverviewofthekeychallengesfacingteachersaroundtheworldintheaftermathoftheCOVID-19pandemicandisintendedtoinformthediscussionsthatwilltakeplaceinthevarioussessionsofthe2022commemorationsofthisinternationalday.Thisbackgroundpaperwillalsoserveasabasisforfurtheractionandglobalengagementtostrategicallysupportteachersto

innovateandtransformteachingfromwithin.

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SECTION1:Teachershortages-persistentgaps

Anincreaseinthesupplyofqualifiedteachersisurgentlyneededtoachieve

universalprimaryandsecondaryeducation,butshortfallspersist,especially

insub-SaharanAfrica.Genderimbalancesarestillprevalentbothinteacher

workforcesandschoolleadership,andteacherattritioncontinuestohavea

majorimpactonteachersupply.

Target4.coftheSustainableDevelopmentGoals(SDGs)statesthatby2030,anincreaseinthe

supplyofqualifiedteachersisurgentlyneeded.Thisiscriticaltoensuretheachievementoftarget4.1,universalprimaryandsecondaryeducation,whichisessentialtoensurebetterstudent

outcomesandthuseducationtransformation.In2016,theUNESCOInstituteforStatistics(UIS)

projectedthat68.8millionadditionalteachers(24.5millioninprimaryand44.3millioninsecondaryeducation)wouldbeneededtoachieveuniversalprimaryandsecondaryeducationandfulfilthe

promiseofSDG4by2030.Shortfallsvariedsubstantiallybyregion,withthegreatestnumbersneededinsub-SaharanAfrica(17million)andSouthernAsia(15million)(UNESCO-UIS,2016).

In2022,allworldregionsstillneedmoreteachers,especiallythosethathaverapidlygrowingschool-agedpopulations.Inmosthigh-incomecountrieswhereuniversalprimaryeducation(UPE)and

universalsecondaryeducation(USE)havealreadybeenachievedorareveryclosetobeingachieved,demandforteachersisrelativelylowduetotheoftenslow,stagnantordeclininggrowthofschool-agedpopulations.Nevertheless,sincethereturntoin-personteachingafterCOVID-19school

closures,severalhigh-incomecountrieshavereportedalackofteachers:9,100primaryteachersare

neededintheNetherlands(Paudal,2022),4,000inFrance(Albertetal.,2022),2,558inJapan(TakahamaandUjioka,2022)andmanymoreintheUnitedStates(Natanson,2022).

Inmanylow-incomecountriesandsomemiddle-incomecountries,especiallyinAfricaandSouthern

Asia,highbirthratesmeanthatschool-agedpopulationsarerapidlyincreasing,sosubstantial

additionaldemandforteachersislikely,representingsignificantbutnecessaryclaimsoneducationbudgets.

BasedonthemostrecentanalysisbytheInternationalTaskForceonTeachersforEducation2030

(TTF),Figure1showsthatteachertargetsremainoutofreachforthetworegionswiththegreatestneed.Insub-SaharanAfrica,16.5millionadditionalteachersareneededtoachieveSDG4:5.4million

atprimaryleveland11.1millionatsecondary.Thisincludesnewteachingpostsrequiredby

educationexpansionaswellasreplacementsneededduetoteacherattrition.Thisisthefirsttime

theprojectednumberofteachershasincreased,andithashappenedbecauseteacherworkforces

arenotincreasingproportionallytothegrowthofschool-agedpopulations,compoundedbyariseinout-of-schoolchildreninsub-SaharanAfrica:newestimatessuggest98millionwereoutofschoolin2021(UNESCO-UIS/GEMR,2022),upfrom93.3millionin2018(UNESCO-UIS,2016b).

Insub-SaharanAfrica,16.5millionadditionalteachersareneededtoachieve

SDG4:5.4millionatprimaryleveland11.1millionatsecondary.This

includesnewteachingpostsrequiredbyeducationexpansionaswellas

replacementsneededduetoteacherattrition.

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Figure1:Teacherprojectionsforsub-SaharanAfricaandSouthernAsiatomeetEducation2030targets,primaryandsecondaryeducation,2021

Source:InternationalTaskForceonTeachersforEducation2030,2022a(basedondata15September2022).

Comparingcurrentannualprimaryteachergrowthrateswithprojectedneedsinsub-SaharanAfricashowsthatseveralcountriesarenotontracktoachieveUPEby2030.ThisincludesChadandNiger,whichneedtoincreaseprimaryteachernumbersbymorethan8percentannuallytodoublethe

totalworkforceoftheprimaryteachertoreachUPE.Relativelyfewerteachersareneededwhereannualteachergrowthoutpacesprojectedneeds,forexampleinBurkinaFaso,theGambia,Ghana,MalawiandSierraLeone(Figure2).However,sustainingthisgrowthwillrequiresignificanteffort,particularlyduringtheCOVID-19recoveryphasewherefurtherconstraintscanemerge.

Figure2.Currentandprojectedneededannualgrowthinteachernumbersinsub-SaharanAfrican

countriestoachieveuniversalprimaryeducationby2030

Source:InternationalTaskForceonTeachersforEducation2030,2022a(basedondata15September2022).

Ontheotherhand,inSouthernAsia,newprojectionscallforanadditional7millionteachersby

2030,including1.7millioninprimaryand5.3millioninsecondaryeducation–aconsiderable

reductionfromearlierprojections.ThelowerprimaryteacherprojectioncanbeattributedtostrongprogresstowardsuniversalprimaryeducationinBangladeshandIndia,aswellastodecliningbirth

rates(Arora,2021;Boraetal.,2021;DESA,2022;Pearce,2021).Elsewhereintheregion,in

AfghanistanandPakistantheannualgrowthrateofprimaryteacherswouldhavetoincreasebyabout50percentormorethan10percentannuallytoachieveUPEby2030.

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Acrossbothregions,greaternumbersofsecondarythanprimaryteachersareneededduetothelargercapacityforexpansionatthatlevel.Insub-SaharanAfrica,projectedannualneedsarefar

greaterthancurrentgrowthratesinmostcountries,meaningtoofewteacherswillbeavailabletoachieveUSEin2030.Thesecondaryteacherworkforceneedstogrowmorethan15percent

annuallyinCentralAfricanRepublic,Chad,Ethiopia,Malawi,NigerandtheUnitedRepublicof

Tanzania.InSouthernAsia,secondaryteachergrowthratesneedtoreach9percentannuallyinPakistanand5percentinBangladesh.RecentincreasesinIndia’ssecondaryteacherworkforcesuggestitcouldbemovingtowardsUSEbutsustainingthishighexpansionrateandrecruiting

enoughteachersisasignificantchallenge(UNESCO,2021).

Morerecently,teachergapsinEuropehavebecomeaconcern,exacerbatedbygloballabour

shortagesafterCOVID-19.Forexample,inSweden,apredicted153,000teacherswillneedtobe

trainedby2035toreplacethoselosttoretirementandattrition(Albertetal.,2022).Somecountriesareadoptingnewrecruitmentstrategies,includingtheincreaseduseofcontractteachers.InItaly,

whereteachersareonaverageamongtheoldestintheregion,150,000teacherpostshavealready

beenfilledbycontractteachers.Francealsoplanstorecruitcontractteachers,whowillbegivenveryshort‘emergency’formsoftraining(RFI,2022).

Contractteachersposechallengesintermsofqualificationsandsustainability,andbetterlong-termsolutionsareneeded.Indonesia,forexample,isrecruiting1millionteachersundercontract,buthasputexaminationsinplaceforthemtobecomegovernmentemployees(CabinetSecretaryofthe

RepublicofIndonesia,2021).

Genderrepresentationinteachingisunequal

Women’sparticipationintheteachingprofessionismarkedbythesamegender-basedinequalitiesassocietyatlarge,whichposesproblemsforfemaleteachersintheirlivesandcareerdevelopment,andalsoimpactsoneducationalqualityanddemandforeducation.

Genderhasbeenshowntohaveanimpactonstudents’attitudes,careeraspirationsand

achievements(Beilocketal.,2010;Dee,2005).Thedecisiontobecomeateachermaybeinfluencedbyearlyrolemodelsintheclassroom.Datashowthatcountrieswiththelowestproportionof

femalesintheprimaryteacherworkforcearestronglycorrelatedwithlowfemaleenrolmentin

secondaryeducation,whichisaprerequisiteforteachertraining.Whileseveralotherfactorsaffect

transitiontohigherlevels,lackofrolemodelscannotbediscounted(UNESCO-UIS,2010).Genderstereotypesandalackofmaleteachersatearlyeducationlevelshavealsoinfluencedboys’

disengagementfromeducation(UNESCO,2022).

Globally,thehigherthelevelofeducation,thesmallerthepercentageofwomenintheprofession,whichdisadvantageswomen,sincehigherlevels

usuallymeanhigherstatusandsalaries.

Teacherstatusalsohasagendereddynamic.Forexample,theproportionoffemalesversusmalesisstronglyrelatedtothelevelofeducationbeingtaught.Figure3showsthat,globally,thehigherthelevelofeducation,thesmallerthepercentageofwomenintheprofession,whichdisadvantages

women,sincehigherlevelsusuallymeanhigherstatusandsalaries.In2020,92percentofpre-

primaryteacherswerewomen,andwomenmadeupmorethanhalfofallteachersatalllevels–

exceptintertiaryeducation,wheretheyrepresented43percent.Thefeminizationoftheprofessionhascontinuedovertime.Althoughwomen’srepresentationattertiarylevelhasincreased,thereisalackofmeninteachingmostlyinlowerlevels.

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Figure3.Totalglobalteachersdisaggregatedbysex,2000and2020

Datasource:UISdatabase,2022a(accessed15September2022).

Figure4showswideregionaldifferencesalsoexist.In2020,womenrepresentedaboutthree-

quartersofprimaryteachersormoreinCentralAsia,EuropeandNorthernAmerica,LatinAmerica

andtheCaribbeanandEasternandSouth-easternAsia.Theonlyregionwherewomenrepresentedtheminorityofprimaryteacherswassub-SaharanAfrica,wheretheycomprised46percentin2020.

Thepercentageofwomeninprimaryteachinghasincreasedsince2000inOceaniaandSouthern

Asia,wherepreviouslythereweremoremalethanfemaleteachers.Gendervariationsalsoexist

withinregions.Forexample,insub-SaharanAfrica,womencomprisedmostprimaryteachersin

southernAfricain2020,including75percentinLesothoand74percentinBotswana,butinChad,LiberiaandTogo,fewerthanoneinfivewerewomen.

Genderinschoolleadershipcontinuestobeanissue

Schoolleadershaveanimportantroleinschools,providingguidanceandsettingtheoveralllearningenvironment,andgendercanplayapartinthekindofenvironmentschoolleadersfoster.Datafromvarioushigh-andupper-middle-incomecountriesshowthatinlowersecondaryeducation,despite

highpercentagesoffemaleteachers,womenarepoorlyrepresentedinleadershippositions,

affectingnotonlylabourequitybutalsoschoolenvironments.Forexample,halformoreoflower

secondaryteacherswerewomeninJapan,theRepublicofKoreaandTürkiye,butwomen

representedlessthan20percentofprincipalsintheRepublicofKoreaandlessthan10percentinJapanandTürkiye(OECD,2019).Womenwerealsopoorlyrepresentedinteacherleadershipin

CentralandWesternAfrica,comprising15percentorlessinBurkinaFaso,Chad,C?ted’Ivoire,theDemocraticRepublicoftheCongo,SenegalandTogo.Bycontrast,womenrepresented54percentofschoolleadersinlowersecondaryschoolsinMadagascar,despitemakinguponly42percentoflowersecondaryteachers(PASEC,2020).

Teacherskeepleavingtheprofessionandabsenteeismhasincreased

Teacherattritionisamajorconcerninbuildingandsustainingaqualityteachingworkforce.Attrition

notonlymeansthelossofexperiencedteachers,butalsoposesadditionalcostsintrainingandrecruitingreplacements–achallengeincountrieswithoverstretchededucationbudgets.Losingteachersduringtheschoolyearcanhaveseriousimplicationsforstudentsandtheirlearning,

especiallywhereexperiencedandtrainedteachersaredifficulttorecruit.

Teacherattritionhasmanycauses,includingalackoffinancialincentives,poorworkingconditions,

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highworkloads,lackofpreparation,pooradministrativesupport,poorlydesignedclassroomsandalackofteachingresources.Emigrationinsearchofbetteropportunitiesisalsoasourceofattrition(UNESCO,2018).

Figure4:Teachersinprimaryeducationbyregion,disaggregatedbysexandregion,2000and2020

Datasource:UISdatabase,2022a(accessed15September2022).

Note:DatafromOceaniadonotincludeAustraliaandNewZealand.

Figure5showsasnapshotofattritionratesformaleandfemaleteachersin2021,orthemostrecentyear,incountriesatdifferentincomelevels.Teacherattritioncanbeunstableandvarysubstantiallyfromyeartoyear,yetratesremainveryhighin,forexample,Algeria,Lebanon,SierraLeoneand

TurksandCaicosIslands.

Gendercanalsobeadeterminantofteacherattrition.Menhavemorelocallabourmarket

opportunitiesthanwomeninvariousnationaleconomies,whichmaycausemorementoleave

teachingthanwomen(Mulkeen,2010).AttritionamongmaleswasatleastdoublethatoffemalesincountriessuchasBurundi,China,C?ted’Ivoire,Grenada,Jordan,MongoliaandSaintKittsandNevis.

Womenalsoleaveteachingformanyreasons,includingpregnancyandchildcare,poorworkingconditionsforwomeninruralpostsincludinglackofadequatehousingandsafetyissues,orthe

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desiretofindapostclosertofamilymembers(InternationalTaskForceonTeachersforEducation2030,2010;Mulkeenetal.,2017;Stromquistetal.,2013).Attritionratesoffemaleteacherswereaboutdoublethatofmalesin,forexample,Angola,MyanmarandtheBritishVirginIslands.

Meanwhile,duringthethreeyearscoveringthepandemic(2020–2022),abouthalfofrespondent

countriesreportedanincreaseinteacherabsences,withslightvariationacrosscountryincome

groupsatprimaryandsecondaryeducation.Whilefewlow-andlower-middle-incomecountries

reportedinformationonteacherabsences,datasuggeststhatteacherabsenteeismwasachallengeglobally(UNESCOetal.,2022).

Figure5:Teacherattritioninprimaryeducation,2021orlatestdataavailable

Datasource:UISdatabase,2022a(accessed15September2022).

Recommendations

Toaddresspersistentteachershortagesandthelackofdiversityintheteachingprofession,includinggenderequality,theinternationalcommunityagreedthatactionswerenecessaryduringthe

TransformingEducationSummit,inSeptember2022.Inordertofillteachergaps,educationsystemsneedto:

.Improvethestatusandsocialstandingoftheteachingprofessiontoattractmorecandidatesbyreinforcingsocialdialogueandteacherparticipationineducationaldecision-making

.Formulateandimplementteacherpoliciesthatcalculateandcosttheneedsforexpansionoftheteachingworkforceandprogressivelyintegratecontract-teachersintothepubliccivil

service,whilealsoimprovingcontractualconditions.

.Improvefinancingforteachersthroughintegratednationalreformstrategiesandeffectivegovernance,allocating4to6%ofGDPor15to20%ofpublicexpendituretoeducation.

.Promotegenderequalityintheteachingprofessionandaddressgenderbiasesatdifferenteducationlevelsandspecializations,supportingwomentotakeonleadershiproles.

.Developmoreflexiblequalificationandaccreditationprocessesthatallowmultipleentrypointstoattractadditionalcandidatesintotheprofessionwhilemaintainingquality

standards.

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SECTION2:Teachers’workingconditions-Howvaluedistheteachingprofession?

Highpupil–teacherratioscontinuetoputpressureonteachers,andthe

COVID-19pandemichasincreasedworkloads,exacerbatedby

sometimesinadequatenon-teachingworkinghours.Salariesarenot

competitiveinmostcountriesandmorepsychosocialsupportisneeded

toimproveteacherwell-being.

Goodworkingconditionsareessentialtoattractandretainteachers,enhancethestatusofthe

professionandensureteachersareactiveagentsintransformingeducation.However,toomany

teachershaveinsecurecontracts,lowwages,littlerecognitionandheavyworkloads,affectingtheir

motivationandincreasingattrition(InternationalTaskForceonTeachersforEducation2030,2020b).

Committingtoimprovingteachers’workingconditions,recognizingtheirstatusandinvitingthemtoparticipateinsocialdialogueanddecision-makingiscriticaltotransformeducationandensure

quality.

Toomanyteachershavepoorworkingconditions,insecurecontracts,

lowwages,littlerecognitionandheavyworkloads,affectingtheir

motivationandincreasingattrition.

Classsizesandpupil–trainedteacherratiosremainhigh

Onecrucialfactoraffectingteacherworkingconditionsispupil–teacherratios(PTRs).HighPTRsmaysignifyhighdemandandreflectanoverstretchedteachingworkforce,whilelowratiosmayindicateadditionalcapacity.PTRsarehigherinprimaryeducationthaninsecondary,whichcanpartlybe

attributedtotheprevalenceofsingle-classroomschoolsandthetendencyforprimaryteachersto

teachacrosssubjects,wheresecondaryteachersfocusonjustoneortwo.PTRshaveimplicationsonclasssizeandpotentialfortransformingteachingandlearning.Smallerclasssizesallowformore

face-to-facetimewithstudents,closerrelationshipsandbetterandmoretargetedpedagogies.

Sinceuntrainedteachersareusedinmanycontexts,globalmonitoringusesthepupil–trained

teacherratio(PTTR),includingjusttrainedteachers,asanimportantproxytoshedlightonteachingqualityandthepotentialfortransformationallearninginclassrooms.Figure6showsthatinsub-

SaharanAfrica,55pupilsonaveragesharedoneteacherwithminimumqualifications,morethandoubletheaverageglobalfigure.Withintheregion,somecountrieshaveextremelyhighPTTRs,includingChad(89:1),Guinea(63:1)andSaoTomeandPrincipe(114:1).Madagascar,meanwhile,hasaPTTRof240:1.PTTRsarecomparativelylowinBotswana(26:1)andCaboVerde(20:1).

TeachersalsohadahighburdeninSouthernAsia,with38studentspertrainedteacher.BangladeshhadaPTTRof59:1andPakistanhad62:1.InIndia,bycontrast,thePTTRhasfallenfrom38:1to29:1between2016and2021.PrimaryteachersinEuropeandNorthernAmerica,wherethePTTRwas

15:1,weremorelikelytobeabletoprovidemorecontacttimetohelptransformstudents’learning.

Generally,PTTRsarelowerinsecondaryeducation,yetmanyschoolsremainunpreparedfor

transformativeeducation,suchasinCentralAfricanRepublic,wherethesecondaryeducationPTTRis76:1.Whilethepre-primarysectorremainssmallinmostregions,pre-primaryteachersare

overstretched,especiallyinlow-incomecountries,wherethePTTRis68:1,andinsub-SaharanAfrica,withaPTTRof56:1.

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Figure6:Pupil-trainedteacherratio(PTTR)bylevelandbyregion(basedontotalheadcounts),2020orlatestdataavailable

Datasource:UISdatabase,2022a(accessed15September2022).

Statutoryworkingandteachinghoursaffectteachers’abilitytotransformeducation

Overlylongstatutoryteachingand/orworkinghoursmayhaveimplicationsforqualityteaching,andthusteachercapacitytotransformeducation.Goodinstructionrequirespreparationoutsideof

regularteachinghours.Teachersmustplanlessons,providefeedbackandgradehomework

assignmentsandexams,aswellascompletingadministrativetasksandengaginginprofessional

developmenttolearnnewskillsanddevelopinnovativematerialsforstudents.Totalteachinghoursmustthereforebebalancedagainstteachers’totalworkinghours;ifteachinghourstakeuptoohighaproportionoftotalworkinghours,otherresponsibilitiesmaybeoverlooked,impactingnegativelyonwell-beingandteachingquality.Thenegativeimpactoflongteachinghoursislikelyamplifiedincountrieswhereaverageclasssizesarealsorelativelyhigh,leavinginsufficienttimeintheworkdaytoengageinnon-teachingactivities.

Ifteachinghourstakeuptoohighaproportionoftotalworkinghours,otherresponsibilitiesmaybeoverlooked,impactingnegativelyonwell-

beingandteachingquality.

TheCOVID-19pandemicandtheshifttoremoteteaching,alongwithnewtasksassociatedwith

providingsocio-emotionalsupporttostudentsandtheirfamilies,increasedthepres