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When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks

Jerrim, J; Sims, S; (2021) When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education , 105 , Article 103395. 10.1016/j.tate.2021.103395.

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Abstract

This paper provides new evidence on the link between primary and secondary teacher workload and wellbeing for five predominately English-speaking education systems (England, Australia, Alberta-Canada, New Zealand, United States). It illustrates how, by ignoring potential non-linearities and measurement error, previous research may have missed key aspects of the workload-wellbeing relationship. We also demonstrate how the time that teachers spend marking is the key driver of workload stress and poor levels of workplace wellbeing across English-speaking countries.

Type: Article
Title: When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks
DOI: 10.1016/j.tate.2021.103395
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Teachers; Workload; Stress; Mental health; Working hours; TALIS
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10130990
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