Teachers’ administrative workload crowding out instructional activities

This study investigated the effects of teachers’ administrative workloads on their ability to undertake class instruction preparation and feedback on students’ homework. It is often mistakenly thought that teachers conduct administrative work efficiently and effectively. To investigate this misconception this study, using an instrumental variable method, demonstrates that teachers’ administrative workload carries an opportunity cost of instructional activities. Teachers with greater administrative workloads are less likely to spend time on instructional preparation and providing feedback on students’ assignments. The author’s findings are dependent upon whether the school is public or private, and are only significant for public schools. The author’s findings highlight that teachers’ demands for a reduction of their administrative workload to allow them to perform essential instructional duties are justified.