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Prepared for the Education Labour Relations Council by the Child, Youth and Family Development
Research Programme of the Human Sciences Research Council
Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
© 2005 Education Labour Relations Council
First published 2005
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, including photocopying
and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
ISBN 0-7969-2151-2
Cover design by Jenny Young
Print management by Compress
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EDUCATOR WORKLOAD REPORT
i
Table of Contents
List of Tables iv
List of Figures vii
Acknowledgements viii
Executive Summary ix
List of Abbreviations xv
1. INTRODUCTION 1
Introduction 1
The brief 1
Workload Policy 3
Policy contradiction 6
Defining teaching and instructional time 7
International and Local Literature 7
Methodology 9
The Context of the Research 9
The Integrated Quality Management System (IQMS) 10
The Revised National Curriculum Statement (RNCS) 14
Impact of OBE and CASS 18
Other Policies and Factors 19
Class size 19
Norms and Standards for Educators & White Paper 6 20
Hours that Educators Spend on their Different Activities 21
Conclusion 24
References 26
2. THE LITERATURE ON EDUCATOR WORKLOAD 28
Introduction 28
International Literature 29
Comparison with international workload norms and averages 29
Reasons for increased workload 30
Impact of workload 36
Solutions 40
South African Literature 42
Conclusion 45
Selected Bibliography 46
3. METHODOLOGY 50
Introduction 50
Pilot Study 51
Survey 53
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EDUCATOR WORKLOAD REPORT
ii
Introduction 53
Sampling 53
Questionnaire and time-diary 54
Statistical analysis techniques 56
Case Studies 56
Reliability and Validity Issues and Limitations of the Study 58
Conclusion 59
4. EDUCATORS’ TIME ON TASK 60
Introduction 60
Methodological Considerations 61
Average Total Time Spent by Educators on their Work 62
Distribution of Average Time over Different School-related Activities 75
Analysis of Workload by Days of the Week 79
Monday to Friday 79
Weekends 89
Time spent on Core, Administration-related and
Non-administration-related Activities 91
Time spent in core activities (Teaching, Prep and Planning) 92
Time spent in admin-related activities (assessment and evaluation,
management and supervision and reports and record-keeping) 100
Time spent in non-admin-related activities (extra-curricular activities,
professional development, pastoral care, guidance and
counselling and breaks) 111
Conclusion 127
5. IMPACT OF NEW POLICIES ON EDUCATOR WORKLOAD 128
Introduction 128
Pilot Findings 129
OBE a source of strain 129
Results from Closed Survey Questions 130
Increased workload 130
IQMS, OBE and CASS: Sources of increased workload 132
Results from Open-Ended Questions 136
Class size: Overcrowding, shortages of staff and classrooms increases
administration 137
Recommendations 140
Departmental accountability requirements 141
Curriculum and assessment demands: ‘RNCS same as OBE’ 143
Too much change 143
Too many Learning Areas 144
Preparation and planning: Learning programmes, work
schedules and lesson plans 145
Marking, recording and reporting of learners’ work 146
Learning Areas without teachers and resources 148
Recommendations 148
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EDUCATOR WORKLOAD REPORT
iii
Conclusion 149
6. EDUCATOR WORKLOAD IN POLICY AND PRACTICE:
THE EROSION OF INSTRUCTIONAL TIME 151
Introduction 151
Official Policy 153
Educator Workload 153
Administrative, Reporting and Assessment Requirements 154
Workload and Time Use in the School 155
Official organisation of time in the schools 155
The length of the school day and week 155
Timetable allocations of workload 156
Actual organisation of time in schools 161
The length of the school day and week 162
Timetable allocations and actual organisation 162
Influence of class size and related features 163
Class size 163
Number of learning areas per grade 164
Conclusion 165
Workload and Time Use in the Classroom 166
Time on teaching 168
Disruptions 171
Preparation and planning 172
Curriculum-related assessment and evaluation 173
Breaks 174
Lesson transitions 178
Extra and co-curricular activities 179
Professional development 180
Guidance and Counselling 180
Pastoral care and duties 181
Fundraising 181
Management and supervisory functions 181
Conclusion 182
7. CONCLUSIONS AND RECOMMENDATIONS 184
Policy 185
Instructional time 185
Class size 185
Administrative support 186
Curriculum 186
IQMS 186
Further Research 187
APPENDIX A 188
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EDUCATOR WORKLOAD REPORT
iv
List of Tables
Table 1 Minimum percentage teaching time per post level 4
Table 2 Pilot schools and educators 51
Table 3 Sample of educators from each school surveyed 54
Table 4 Sample of educators from case study schools 57
Table 5 Distribution of schools by school type, former
department and Province 61
Table 6 Descriptive statistics of average total time by Province 63
Table 7 Descriptive statistics of average total time by school location 64
Table 8 Descriptive statistics of average total time by school type 64
Table 9 Descriptive statistics of average total time by former
department 65
Table 10 Descriptive statistics of average total time by Gender 66
Table 11 Descriptive statistics of average total time by Age Group 66
Table 12 Descriptive statistics of average total time by Teaching
experience 67
Table 13 Descriptive statistics of average total time by Education Phase 68
Table 14 Descriptive statistics of average total time by School Size 69
Table 15 Descriptive statistics of average total time by largest class size 70
Table 16 Descriptive statistics of average total time by smallest class size 71
Table 17 Descriptive statistics of average total time by learning area 72
Table 18 Descriptive statistics of average total time by post title 73
Table 19 Descriptive statistics of average total time by highest
qualifications 74
Table 20 Average time in hours during the week by school location 80
Table 21 Average time in hours during the week by school type 80
Table 22 Average time in hours during the week by former department 81
Table 23 Average time in hours during the week by Gender 83
Table 24 Average time in hours during the week by education phase 83
Table 25 Average time in hours during the week by school size 84
Table 26 Average time in hours during the week by class size 86
Table 27 Average time in hours during the week by learning area 87
Table 28 Average time in hours during the week by Post Title 90
Table 29 Average time in hours in core school activities by Province 93
Table 30 Average time in hours in core school activities by school
location 93
Table 31 Average time in hours in core school activities by school type 94
Table 32 Average time in hours in core school activities by former
department 94
Table 33 Average time in hours in core school activities by gender 95
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EDUCATOR WORKLOAD REPORT
v
Table 34 Average time in hours in core school activities by age
group 95
Table 35 Average time in hours in core school activities by
teaching experience 96
Table 36 Average time in hours in core school activities by
education phase 96
Table 37 Average time in hours in core school activities by school size 97
Table 38 Average time in hours in core school activities by class size 98
Table 39 Average time in hours in core school activities by
learning areas 99
Table 40 Average time in hours in core school activities by post title 100
Table 41 Average time in hours in school activities by province 101
Table 42 Average time in hours in school activities by school location 101
Table 43 Average time in hours in school activities by school type 103
Table 44 Average time in hours in school activities by gender 103
Table 45 Average time in hours in school activities by former
department 104
Table 46 Average time in hours in school activities by age group 106
Table 47 Average time in hours in school activities by teaching
experience 106
Table 48 Average time in hours in school activities by education phase 107
Table 49 Average time in hours in school activities by school size 107
Table 50 Average time in hours in school activities by class size 109
Table 51 Average time in hours in school activities by learning area 110
Table 52 Average time in hours in school activities by post title 110
Table 53a Average time in hours in non-administration school
activities by province 112
Table 53b Average time in hours in non-administration school
activities by province 112
Table 54a Average time in hours in non-administration school
activities by school location 114
Table 54b Average time in hours in non-administration school
Activities by school location 114
Table 55a Average time in hours in non-administration school
activities by school type 115
Table 55b Average time in hours in non-administration school
activities by school type 115
Table 56a Average time in hours in non-administration school
activities by gender 117
Table 56b Average time in hours in non-administration school
activities by gender 117
Table 57a Average time in hours in non-administration school
activities by former department 118
Table 57b Average time in hours in non-administration school
activities by former department 118
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EDUCATOR WORKLOAD REPORT
vi
Table 58a Average time in hours in non-administration school
activities by education phase 119
Table 58b Average time in hours in non-administration school
activities by education phase 120
Table 59a Average time in hours in non-administration school
activities by class size 121
Table 59b Average time in hours in non-administration school
activities by class size 122
Table 60a Average time in hours in non-administration school
activities by learning area 123
Table 60b Average time in hours in non-administration school
activities by learning area 124
Table 61a Average time in hours in non-administration school
activities by post title 125
Table 61b Average time in hours in non-administration school
activities by post title 126
Table 62 Perceptions of time spent on school activities during
the diary-week 131
Table 63 Perceptions of teachers about the time spent on various
school activities during the week that they recorded the
diary compared to five years ago 132
Table 64 Has your workload increased/decreased since 2000? 132
Table 65 Perceptions of role of policy in increasing workload 133
Table 66 What kind of administrative support do you receive from
your school? 133
Table 67 To what extent does your principal support you in your
work with regard to the various aspects listed? 134
Table 68 Extent to which the support given by the two sources
makes your teaching easier 134
Table 69 How much of your previous school holiday did you
spend on the activities listed? 135
Table 70 Sample of educators from case study schools 152
Table 71 Formal allocation of teachers’ time (minutes and
percentage of total) according to timetables 160
Table 72 Average class sizes of observed teachers’ classes in ten schools 164
Table 73 Distribution of teachers’ time across three observation days 167
Table 74 Schools according to amount of allocated teaching time
lost to other activities 170
Table 75 Percentage of allocated and actual time spent on breaks
across the three days 178
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EDUCATOR WORKLOAD REPORT
vii
List of figures
Figure 1 Average total time in hours spent on school activities per week 76
Figure 2 Average time spent (in hours) per week on school activities 77
Figure 3 Percentage of average time in hours spent in each school
activity 78
Figure 4 Percentage of formal, outside formal and weekend time
spent on various activities 89
Figure 5 Comparison of (timetable) allocated and actual time spent
teaching (in minutes) 168
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EDUCATOR WORKLOAD REPORT
viii
Acknowledgements
Constituents of the ELRC provided helpful and valuable comment. The report also
benefitted from a critical reading by Professor Harry Smaller of York University,
Canada.
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[...]... (training and orientation in 2003) Intermediate Phase January 2005 (training and orientation in 2004) Grade 7 January 2006 (training and orientation in 2005) Grade 8 January 2007 (training and orientation in 2006) Grade 9 January 2008 (training and orientation in 2007) A similar process of revision had occurred for the secondary school curriculum, and was intended for introduction into schools in 2006... teaching time is to be done in such a manner that it maximises the individual abilities of all educators and optimises teaching and learning at the institutional level In general terms, the following guidelines determine the minimum scheduled teaching time Table 1: Minimum percentage teaching time per post level of the 35 hour week Post level Primary school Secondary school Principal 10% 5% Deputy principal... broader definitions of what teaching is In a broad definition, teaching is all the teacher’s school-related activities, including assessment and evaluation, extra-mural studies, and so on This report distinguishes between these activities It uses a definition of teaching or instruction as time spent when the teacher is engaged in teaching and learning activities in interaction with learners In this narrower... white, Indian, coloured, African and new schools established since 1994 in terms of time spent on teaching and other activities Generally, educators in former white schools spend more time on teaching (19.11 hours) and other activities than educators in former African (15.18 hours) and new schools established since 1994; former Indian schools spend more time in preparation and planning and record keeping... class instruction or individual tuition Crucially teaching involves the mediation of knowledge, in various forms, and may include direct instruction by the teacher in explaining concepts, or learners working through a test with the teacher present, or working in groups through an activity devised and managed by the teacher Time spent in the classroom, however, is not taken to necessarily indicate teaching... other schools; educators in former African schools reported spending more time in professional development than educators in other schools; and educators in former Indian schools spent more time than others in pastoral care; educators in former white schools spent more time in extra-curricular activities School size matters – the larger the school, the less teaching, and the more administration demands... timetabling considerations lack clarity In relation to the research, nonetheless, the report shows 6 EDUCATOR WORKLOAD REPORT that with regard to either of the above instructional allocations, the amount of time spent by educators on teaching falls short of these allocations Defining teaching and instructional time In this report the terms ‘scheduled teaching time’, ‘actual teaching time’ and ‘instructional... time’ are used interchangeably ‘Scheduled teaching time’ will, however, generally refer to policy or timetable allocations, and ‘actual teaching time’ will mostly Free download from www.hsrcpress.ac.za refer to the research findings ‘Teaching’ in the report is defined as time during which the teacher is engaged in teaching and learning activities, in interaction with learners This could be in the form... methodology and findings THE BRIEF The Education Labour Relations Council is a statutory council whose primary objective is to: • Promote and maintain labour peace in education; • Prevent and resolve disputes in education; • Promote collective bargaining in relation to matters of mutual interest In January 2004 it requested quotations for an investigation to establish the number of working hours that educators... due for completion in 2005 In 2005, then, when the research was being conducted on overload, the Revised National Curriculum Statement had been introduced into schools in the Foundation Phase, was in process of being introduced in the Intermediate Phase and Free download from www.hsrcpress.ac.za had not yet been introduced in the Senior Phase Here the old Curriculum 2005 was still in force Secondary . Has your workload increased/decreased since 2000? 132
Table 65 Perceptions of role of policy in increasing workload 133
Table 66 What kind of administrative.
FINDINGS
Increased workload
Closed and open-ended survey questions indicate that about three in four educators
feel that their workload has increased
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