OVERLOADING IN ELEMENTARY SCHOOL TEACHERS: A REVIEW

Abstract

Teacher workload intensification in basic education is a critical issue impacting both teacher well-being and the quality of education. This literature review employs a systematic review methodology to synthesize findings from existing research on the causes and consequences of excessive workloads among teachers. The review identifies key contributors to workload intensification, including administrative responsibilities, lesson planning, student assessments, extracurricular duties, and broad curriculum requirements within limited timeframes. These factors detract from teachers' core instructional functions and contribute to elevated stress levels, burnout, and attrition. The analysis highlights "time poverty" as a significant barrier, limiting teachers' ability to engage in effective pedagogy and professional development. Additionally, the study reveals that excessive workloads undermine teachers' physical and mental health, leading to reduced motivation and job dissatisfaction. To address these challenges, proposed solutions include reducing class sizes, streamlining curricular requirements, and providing additional support staff. The review underscores the necessity of educational policy reforms that prioritize teacher well-being, support effective teaching practices, and foster sustainable work environments. By alleviating workload pressures, these reforms can enhance teacher retention, professional satisfaction, and ultimately, improve educational outcomes for students. This study contributes to ongoing discussions on optimizing teacher workload to ensure high-quality education systems.