Morris, Ceris ORCID: https://orcid.org/0009-0006-8794-059X, Agbo, Benjamin ORCID: https://orcid.org/0009-0005-8846-2094, Osman, Mogdam, Basketts, Joe and Kyriacou, Theocharis ORCID: https://orcid.org/0000-0002-5211-3686 (2026) The components and implications of teacher workload: a review. Educational Research. pp. 1-22.

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Abstract

Background
Teacher workload is a persistent challenge globally, often linked to long hours, stress and teacher attrition. Evidence shows that teachers in England work longer hours per week, on average, than their counterparts in other countries. Research indicates that it is not only the total hours worked but also the nature and complexity of tasks that contribute to workload pressures. Excessive workload has consequences for teacher wellbeing, professional satisfaction and recruitment and retention.

Purpose
This systematic literature review examined teacher workload in England in the period 2010–2024, identifying key components of workload and their perceived contribution to excessive working hours. It evaluated policies and initiatives aimed at managing workload and explored their impact on teacher recruitment and retention, providing insights relevant to education systems facing similar workforce challenges.

Method
The review assessed a large number (1,839) of peer-reviewed articles and grey literature on teacher workload in England, 64 of which were considered eligible for analysis. Data from these were extracted and inductively synthesised through thematic analysis.

Findings
Key drivers of excessive workload included: marking and feedback; lesson planning; data management; administrative responsibilities; external accountability; and limited professional autonomy. These factors were found to increase working hours and negatively affect wellbeing, job satisfaction, and career intentions. Workload-reduction initiatives exist, but adoption is inconsistent and effects are limited. Workload emerges both as a key factor in teacher attrition and a potential barrier to attracting new entrants.

Conclusion
Addressing teacher workload requires coordinated action at policy, institutional, and preparation levels. Professional development and early career support can enable teachers to manage their workload effectively. Reducing excessive workload is essential for teacher retention, as autonomy and a sustainable worklife balance underpin wellbeing and the profession’s future sustainability. Although the review focuses on England, the findings offer valuable insights for international policymakers and education leaders.

Item Type:	Article
Status:	Published
DOI:	10.1080/00131881.2026.2629284
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
School/Department:	York Business School
URI:	https://ray.yorksj.ac.uk/id/eprint/14118

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