To the outside world, teaching might look like a 9-to-3 job with summers off. In reality, most teachers’ days stretch well beyond the final bell, filled with lesson planning, grading, supervision, parent communication, extracurriculars, and professional development. The “off-hours” work is often invisible—but it’s the glue that holds the classroom together.
The Hidden Hours
Planning & Prep: Creating lessons, adapting for diverse learners, updating materials.
Marking & Feedback: Hours of reviewing student work, often done late at night.
Communication: Emails, calls, and meetings with parents, colleagues, and administrators.
Extracurriculars: Coaching, clubs, concerts, and school events that extend the workday.
Professional Growth: PD sessions, coursework, and mandatory training squeezed into evenings or weekends.
The Impact
Burnout Risk: When “unpaid” hours pile up, stress skyrockets.
Equity Concerns: Teachers with caregiving responsibilities or health needs are disproportionately strained.
Student Experience: Exhausted teachers can’t provide the best learning environment.
Rethinking Workload
Could schools restructure time to allow more planning during the day?
Should expectations for extracurriculars be shared more evenly?
Where’s the line between dedication and overwork?
The Core Question
If teaching requires 60-hour weeks just to meet the basics, then the issue isn’t about teacher commitment—it’s about the structure of the system itself. What would it take to make teaching sustainable without sacrificing student outcomes?
Workload and Hours
Beyond the Bell
To the outside world, teaching might look like a 9-to-3 job with summers off. In reality, most teachers’ days stretch well beyond the final bell, filled with lesson planning, grading, supervision, parent communication, extracurriculars, and professional development. The “off-hours” work is often invisible—but it’s the glue that holds the classroom together.
The Hidden Hours
The Impact
Rethinking Workload
The Core Question
If teaching requires 60-hour weeks just to meet the basics, then the issue isn’t about teacher commitment—it’s about the structure of the system itself. What would it take to make teaching sustainable without sacrificing student outcomes?