Full Breakdown
Global Teaching Workload: Insights from the OECD TALIS 2024 Survey
10/8/2025, 5:26:52 AM
Japan's Teacher Work Hours Remain Highest Worldwide
According to the 2024 Teaching and Learning International Survey (TALIS) conducted by the Organisation for Economic Cooperation and Development (OECD), teachers in Japan continue to work the longest hours globally. The survey revealed that elementary school teachers in Japan worked an average of 52.1 hours per week, while junior high school teachers clocked in at 55.1 hours. Although these figures represent a decrease of approximately four hours per week from the 2018 survey, they still exceed the global averages of 40.4 hours for elementary teachers and 41.0 hours for junior high teachers. The survey encompassed 55 countries and regions, highlighting the persistent issue of excessive working hours for Japanese educators.
Singapore's Teacher Workload and AI Adoption
In Singapore, teachers reported working an average of 47.3 hours per week, surpassing the OECD average of 41 hours. This positions Singaporean teachers as the third hardest-working globally, following Japan and New Zealand. Notably, Singaporean teachers spend less time on classroom instruction, dedicating only about 17.7 hours per week to teaching, compared to the OECD average of 22.7 hours. The remaining hours are allocated to non-teaching tasks, including lesson planning, student counseling, and administrative duties.
The TALIS 2024 survey also highlighted Singapore's significant adoption of artificial intelligence (AI) in education, with 75% of teachers utilizing AI tools. This rate is more than double the global average of 36%. Teachers reported that AI aids in lesson planning and automating administrative tasks, with 82% acknowledging its benefits in improving lesson designs.
Stress and Job Satisfaction Among Teachers
The survey indicated that 27% of Singaporean teachers experience "a lot" of stress, which is higher than the OECD average of 19%. This stress is attributed to various factors, including administrative workload and accountability for student performance. Younger teachers, particularly those under 30, reported higher stress levels compared to their older counterparts. Despite these challenges, job satisfaction among Singaporean teachers remains relatively high, with 89% expressing contentment with their roles.
Official Statements and Responses
Education Minister Desmond Lee emphasized the importance of the TALIS findings for shaping educational policies in Singapore. He noted that the insights gained from the survey would help strengthen support systems for teachers. The Ministry of Education (MOE) is actively exploring ways to alleviate teachers' workloads, including the implementation of digital solutions to streamline administrative tasks.
Criticism and Opposition
Despite the positive aspects highlighted in the survey, critics argue that the high workload and stress levels among teachers could lead to burnout and attrition. Concerns have been raised about the sustainability of the teaching profession, particularly for younger educators who may feel overwhelmed by their responsibilities.
Conflicting Reports & Gaps
While the TALIS survey provides a comprehensive overview of teachers' working conditions, discrepancies exist regarding the specific factors contributing to stress and job satisfaction. Some sources suggest that administrative burdens disproportionately affect newer teachers, while others indicate that experienced educators face similar challenges.
Conclusion
The TALIS 2024 survey underscores the ongoing challenges faced by teachers in Japan and Singapore, particularly regarding long working hours and stress levels. As educational systems worldwide grapple with these issues, the insights from the survey may inform future policies aimed at improving the teaching profession and supporting educators in their critical roles.
