Why are teachers in England still working more hours than in other countries?

Analysis: Accountability and funding pressures add to staff burden, says Eleanor Busby

If long working hours are not significantly reduced then more teachers could quit the profession, making it even harder for schools to fill vacancies (PA)

A quarter of teachers in England work more than 60 hours a week, a new study has found. That is despite repeated efforts from ministers to reduce heavy workloads of school staff.

Numerous surveys have shown that teachers in schools in England work longer hours on average than their international counterparts, but the latest research from University College London concludes that government policies have made no difference to the situation.

So why do so many teachers still work into the evening and at the weekend? And what effect is it having on the profession and pupils in schools?

In recent years, education ministers said tackling teachers’ workload was a priority. The pledges came after repeated warnings that teachers were quitting in droves.

The Department for Education launched a series of initiatives – including a “myth-busting” document – to draw attention to the different ways teachers could reduce their workload.

But these government schemes have not yet improved the work-life balance for many. One of the key reasons for this could be that funding cuts have left staff in schools with greater responsibilities.

In some schools, budget pressures have meant staff have not been replaced and class sizes have increased, making it harder for teachers to cope with the day-to-day.

Teachers are also more likely to miss out on continuing professional development – where they can learn about the latest teaching methods and assessments – amid cost pressures

Education unions also argue that major curriculum and exam reforms, as well as “excessive” accountability pressures from the government and Ofsted, are to blame for the long working hours.

If the long working hours are not significantly reduced then more teachers could quit the profession, making it even harder for schools to fill vacancies with qualified subject leads.

In addition, if teachers become burnt out then they may struggle to teach. They could be forced to take long periods of absence due to poor health, leaving pupils without a regular teacher.

The UCL study suggests successive governments have failed to address the problem – but it may take a little while for initiatives announced earlier this year to take effect.

What is clear, however, is that warm words from ministers will not be enough to tackle an issue that has existed for decades. We will have to wait and see what Gavin Williamson has planned.