Workload intensification and wellbeing among primary school teachers in Scotland

Abstract

There is growing international evidence that excessive work hours have a detrimental impact on teacher wellbeing. This mixed method study utilises Job Demands-Resources theory and a multidimensional approach to wellbeing to identify key drivers of workload intensification. Data are drawn from a time use diary completed by 971 primary teachers, and in-depth follow-up interviews with 17 teachers employed in Scotland’s schools in 2024. The findings suggest that policy efforts to reduce teacher attrition must focus on fostering conditions conducive to sustainability and quality retention.