Comparing Workload Challenges: Supporting South African Teachers’ Well-being

Are you exhausted from juggling lesson planning, marking, and pastoral duties while delivering the CAPS (2011) curriculum? You are not alone—South African teachers share this struggle with educators worldwide. The South African Teacher Well-being Initiative (SATWI) is committed to empowering teachers to manage workloads, reduce burnout, and foster personal and professional growth. In South Africa, 65% of teachers report burnout due to heavy workloads, significantly higher than the 44–48% reported globally (Botha et al., 2023; Organisation for Economic Co-operation and Development [OECD], 2020). This article explores workload challenges for South African and global teachers, offering practical tools to thrive. Join SATWI to balance the CAPS curriculum, connect with a supportive community, and prioritise your well-being.

Exploring the Topic: Workload Challenges Locally and Globally

South African teachers face an extraordinary workload, driven by systemic and contextual factors that set their experience apart from global peers. Delivering the CAPS (2011) curriculum across Foundation to Further Education and Training phases, teachers manage classes of 45 to 50 learners—well above the recommended 1:30 ratio—while fulfilling extensive administrative duties, such as detailed lesson planning and frequent assessments (Botha et al., 2023). Staffing shortages, particularly in rural areas, force teachers to assume pastoral and community roles, often working unpaid overtime (South African Democratic Teachers’ Union [SADTU], 2022). This contributes to a 65% burnout rate, with rural teachers experiencing a 25% higher incidence than urban peers (De Klerk et al., 2023). One teacher shared, “I mark papers until midnight, then plan for 50 learners with no support” (Dlamini & Mestry, 2024, p. 12). For BEd and PGCE-trained teachers, the pressure to meet CAPS standards without adequate preparation in workload management exacerbates exhaustion, as undergraduate and postgraduate curricula often focus on pedagogy rather than practical time management (Mncube & Mafora, 2023).

Globally, workload challenges are also significant but differ in scope and support. In OECD countries, 44% of UK teachers and 48% of teachers overall report stress from administrative tasks and class sizes averaging 25–30 learners (OECD, 2020; National Education Union, 2022). US teachers work an average of 53 hours weekly, with paperwork and extracurricular demands driving burnout (Doan et al., 2024). Australian studies note a 20% rise in workload stress since 2019, linked to increased reporting requirements (Australian Institute for Teaching and School Leadership [AITSL], 2022). However, global teachers often benefit from better staffing ratios and access to administrative support, which mitigate burnout compared to South Africa’s systemic inefficiencies. For instance, while UK teachers receive mentorship programmes to manage workload, South African teachers, particularly in township schools, report feeling “abandoned” by the system (SADTU, 2022). This stark contrast underscores the urgent need for targeted interventions to support South African teachers in delivering CAPS effectively while safeguarding their well-being.

SATWI’s Role: Empowering Teachers

Building on this understanding, the South African Teacher Well-being Initiative offers tailored solutions to address workload challenges. SATWI provides time management workshops and stress-relief strategies designed for the CAPS (2011) context, empowering BEd and PGCE-trained teachers to prioritise tasks effectively. By advocating for increased staffing and policy changes to reduce administrative burdens, SATWI ensures educators feel supported. Whether you are refining lesson planning or connecting with peers who understand your challenges, SATWI is your partner in building a sustainable teaching career, blending local insights with global best practices.

Practical Solutions: Small Steps for Well-being

You do not need hours to manage your workload—small, intentional steps can transform your day. Below are practical strategies inspired by local and global practices:

Mental Well-being 

  • Prioritise Tasks (5 minutes): Each morning, list three CAPS-aligned priorities (e.g., marking key assessments) to focus your energy. 
  • Micro-Breaks (3 minutes): Between classes, practise a box breathing exercise: inhale for 4 seconds, hold for 4, exhale for 4, hold for 4.

Professional Efficiency 

  • Batch Marking (10 minutes): Set a 10-minute timer to mark a small batch of CAPS assessments, a global technique to prevent burnout. 
  • Reusable Templates (8 minutes): Develop a CAPS lesson plan template to streamline planning, as used in OECD countries.

Choose one tip to try this week and reflect on its impact. These small actions pave the way for lasting well-being.

Building Community: Connecting Through SATWI

Workload challenges can feel isolating, but you are part of a vibrant community. The South African Teacher Well-being Initiative fosters connection through online forums and virtual events, where BEd and PGCE-trained teachers share CAPS strategies and learn from global peers. Join SATWI’s social media groups to exchange tips with educators in South Africa and beyond. Have a time-saving idea? Share it with SATWI’s community. Follow SATWI on social media for daily inspiration and register for the next webinar to explore workload management. Together, we can lighten the load and build resilience.

Conclusion: Take the First Step

Workload challenges test South African teachers more intensely than many global peers, but you have the power to thrive. With practical steps and SATWI’s support, you can manage CAPS demands while nurturing your well-being. Start with one tip, like a three-minute breathing exercise, and notice the difference. The South African Teacher Well-being Initiative is here with resources, community, and hope. Visit the SATWI website to access tools, connect with peers, and reclaim your teaching joy. You are not alone—together, we can create a brighter future for South African educators.

References

Australian Institute for Teaching and School Leadership. (2022). Australian teacher workforce data report. AITSL Publications.

Botha, C. J., De Klerk, E. D., Mncube, V. S., & Mafora, P. (2023). Teacher burnout in South African schools: Prevalence and predictors. South African Journal of Education, 43(2), 1–10.

De Klerk, E. D., Mncube, V. S., & Mafora, P. (2023). Rural-urban disparities in teacher burnout: A South African perspective. Journal of Education Research, 45(3), 112–125.

Dlamini, N., & Mestry, R. (2024). Narratives of exhaustion: Teacher experiences in South African high schools. Education and Society, 32(1), 10–20.

Doan, S., Steiner, E. D., Pandey, R., Woo, A., Gittens, A. D., Grant, D., Greer, L., & Gunderson, A. (2024). Teacher well-being and intentions to leave: Findings from the 2023 state of the American teacher survey. RAND Corporation.

Mncube, V. S., & Mafora, P. (2023). Systemic pressures and teacher burnout in South African schools. Education Policy Analysis, 31(4), 89–102.

National Education Union. (2022). Teacher workload survey 2022. NEU Publications.

Organisation for Economic Co-operation and Development. (2020). TALIS 2018 results: Teachers and school leaders as lifelong learners (Vol. 1). OECD Publishing.

South African Democratic Teachers’ Union. (2022). Teacher workload and well-being survey. SADTU Publications.

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