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This study explores the impact of workload on teachers' efficiency and their students' academic achievement at the public sector university in Lahore, Pakistan. The research design was a qualitative case study approach, which allows for an in-depth exploration of the experiences and perceptions of teachers and students about affiliation between workload and academic achievement. Total of 30 semi-structured interviews were conducted with 15 teachers and 15 students, and qualitative content analysis was used to analyze data. Themes were generated by using the NVivo-14 software. The findings reveal that teacher workload has a significant impact on student academic achievement, and teacher efficiency and effectiveness. Heavy workloads can lead to stress, burnout, and decreased engagement, which negatively impact student learning outcomes. The teachers who effectively manage their workload are better able to provide support and guidance to their students, resulting in improved the academic achievement. The study concludes that reducing the teachers’ workload and providing support to manage workload effectively can have positive impact upon both teacher and student outcomes.
Kanwal et al. (Thu,) studied this question.