Impact of Teacher Workload on Academic Excellence and Learners’ Metacognition: A Case Study of Two High Schools in Chris Hani District

Abstract

The workload of teachers greatly contributes to the quality and academic performance of the learners. This paper sought to investigate the impact of teacher workload on academic excellence and metacognition of learners in two high schools in Chris Hani district in the Eastern Cape province of South Africa, with the view of coming up with measures to inform appropriate teacher workload to improve learners’ metacognitive skills and academic excellence. The study was guided by Symbolic Interactionism theory. The study used an Interpretivist research paradigm, followed a qualitative approach, and adopted a case study design. Purposive sampling was used to select 6 participants, data were analysed using semi-structured interviews and were analysed thematically. The findings revealed that excessive workloads cause stress and prevent teachers from completing the syllabus on time. It also established that teachers are faced with too much administrative work, which causes an increase in teacher work overload and negatively impacts learners’ metacognition and academic excellence. The study recommends that various stakeholders should come up with new strategies that will improve the workload that teachers are given. It further recommends appointment of new teachers in schools to reduce teacher workload.

1. Introduction

Teachers are leaders and pillars of education; hence, their workload is vital as it affects the desired outcomes for both teachers and learners. This study defines workload of teachers as the quantity of work that teachers carry out during the academic year. The work includes preparation of lessons, delivering lessons, tests, administrative work, and marking. Excessive workloads prohibit teachers from performing desirably and attending to learners effectively. Jomuad et al. [1] are also of the view that teacher performance is impacted by workload. The observable and quantifiable behaviour of a learner, as measured by the results of assigned activities, be they formative or summative assessments, can be seen as the academic performance of a learner [2]. Teachers’ excessive workload impacts learners’ metacognition which is discussed in detail in the next paragraph.

Metacognition is a fundamental property when looking at the impact of excessive workload of teachers, by definition metacognition is awareness and management of one’s thought [3]. It includes self-awareness, self-reflection, and the capacity to develop and modify effective learning procedures [4]. Therefore, this study refers to metacognition as awareness of one’s individual thought processes, along with the capacity to control and manage them. The learners’ metacognition might be significantly impacted by a teacher’s excessive workload where the development of the learners’ metacognition may be negatively affected in several ways when teachers have excessive workload.

As stated by [5], in Indonesia, lecturers’ and teachers’ workloads amount to 48 hours a week of face-to-face teaching, which is too much. Tahseen [6] conducted a study in Saudi Arabia revealed that teachers had too much paperwork and high workloads, and they had to sacrifice their relaxation time, which contributed to stress. In addition, Akhtar Malik [7] submits that loss of physical and emotional vitality results from work overload as an element that contributes to teacher burnout. According to the 2013 National Policy on Education of Nigeria, the teacher-student ratio in elementary schools should be 1:25 and in secondary schools it should be 1:30 to prevent overcrowding in classrooms [8]. In public schools in South Africa, classrooms are designed to support 31 learners and one teacher for secondary schools and 40 learners and one teacher in primary schools [9]. Nevertheless, because of overcrowded classrooms in public schools, learner-teacher ratios, particularly those in countryside areas and locations, exceeds average. In addition, South Africa demonstrates that teachers often have very heavy workloads and very low morale [10]. The challenge is very high in both rural and urban public schools.

The researcher concurs with the above views; thus, the researcher undertook this study based on the gaps identified. The paper looks at the impacts of teachers’ workloads on learner’s metacognition and academic excellence of learners in two high schools in Chris Hani District in the province of the Eastern Cape.

2. Literature review

2.1 Impact of excessive administrative work and workload of teachers on learner metacognition and academic excellence

Too much administrative work has a “blanket” impact on every school setting, and it seriously threatens to take away teachers’ professional concentration on instruction and student learning [11]. The impact of too much administrative and official tasks related to system imperatives, for example, requirements for complying with standardised reports and recording of progress, that includes learner progress, has been an increase in the workload of teachers [11]. In recent studies, there has been an increased emphasis on the workload of teachers as a component of a larger concern about the hiring, retention, wellbeing, and support of “quality” teachers [11]. To better understand the mechanism of learner metacognition and its effects literature confirms that highlights that reduced feedback and guidance can hinder learners’ ability to reflect on their learning processes and make needed changes [12]. Moreover, teachers who are loaded with administrative duties may have limited time and energy to offer timely and constructive feedback to their learners. Given the ultimate impact that teachers have on learning and accomplishment of learners [13], it is crucial to comprehend the variables that affect their potential to “teach to their best and well” [14]. Self-analysis and introspection about one’s learning experiences are also common components found in metacognition research for teachers with excessive workloads. Overworked and aggravated teachers are unlikely to engage learners in metacognitive activities such as reflection or dialogue [15]. Considering the above statement, limited reflection opportunities negatively affect learners’ academic excellence since it prevents them from knowing where they can improve. The education profession entails being subjected to a variety of employment expectations, which frequently support an impression of a severe workload [1]. They add that other examples of workplace demand such as several meetings interfere with teachers’ preparation time. Teachers with a heavy workload may choose to plan and assess lessons quickly aimed at memorization rather than encouraging critical thinking and metacognitive skills in learners [16]. This hinders learners’ progress. According to [11], Australian (lower secondary) teachers “report working on average 43 hours per week, 5 higher than the average for TALIS countries,” and they spend similar numbers of hours per week on a variety of work-related tasks.

Manuel et al. [11] further found that key drivers for increased workload for primary and secondary school teachers were administration, including high volumes of email workload; curriculum reform; data tracking, and marking and assessment are. In addition, reports are consistent regarding working hours of teachers, the complexity and time strains of their workload, the degree of compliance and additional “time consuming, cumbersome” administrative tasks consuming their teaching and learning time [17, 18]. In the study [17], 61% of teachers agreed that their jobs were stressful most of the time or frequently in the least. Therefore, this study sought to determine the impact that excessive administrative work and teacher workload have on learner metacognition and their academic excellence.

2.2 Impact of shortage of teachers and overcrowded classrooms on academic excellence and metacognition of learners

Overcrowded classrooms make it difficult for teachers to produce desired results because most of the time they are unable to fully track learners’ progress and to give proper attention to each learner needs as they are faced with large numbers of learners in small classrooms. According to Biyela [10], the quality of teaching and learning appears to be compromised by overcrowded classes with limited educators. Furthermore, Marais [19] study revealed that there is no individual support and no proper assessment in overcrowded classrooms. As Johnson [20] suggests, overworked teachers may adopt one-size-fits-all strategies without considering metacognition differentiation. Biyela [10] study emphasises the need for personalised learning experiences, highlighting the negative impact of one-size-fits-all teaching methods on learners’ metacognition and academic excellence in overcrowded classrooms. In addition, most government secondary schools do not have sufficient teachers [21]. Ogunode et al. [21] submits that there is a problem of lack of academic staff in universities, whilst learner numbers are very large. Moreover, there is not enough time to provide all learners meaningful feedback, and providing individual coaching is not an option in overcrowded classrooms [19]. In addition, and importantly so, [10], established that teachers lacked the necessary skills to instruct in overcrowded classes as neither the district officials nor the Department of Basic Education provide teachers with enough training or support.

Marais [19] reports that learners lack motivation in overcrowded classrooms, as most learners do not participate in learning activities since they mainly feel tired because of high temperatures and noise in overcrowded classrooms, thus affecting academic excellence of learners. Marais [19] adds that there is disruptive behaviour and lack of resources in overcrowded classrooms, which contribute to lack of motivation of learners and poor focus on learning activities, particularly where many learners share one desk due to limited space and furniture. Furthermore, in overcrowded classrooms, teachers face a variety of difficulties, including fighting among students, loud classrooms, and student cheating brought on by stress from cramped seating and lack of space [10]. According to reports, common basic education institutions, often known as primary schools, lack trained teachers [21]. According to Ogunode et al. [21], efficiency of teaching and learning in an overcrowded classroom is threatened, learner performance is reduced and, subsequently, teachers are demoralised. Overcrowded classrooms breed stress and anxiety, which adversely impacts learner metacognition, and leads to heightened stress in teachers. Stress, learning setting, and metacognitive progress can be hampered. Learners may be distracted by the visible stress of educators, as stated by [22]. According to Manuel et al. [11], efficiency of teaching and learning in an overcrowded classroom is threatened; learner performance is reduced and, subsequently, teachers are demoralised.

3. Theoretical framework

See Figure 1.

Figure 1.

Conceptual framework.

Symbolic Interactionism is a theoretical hypothesis for exploring human conduct and life [23]. The framework uses an individual’s experience as the foundation for researching and interpreting a social group or system. A good fit for examining teacher behaviour faced with excessive workload to inform analysis of participants experiences, Symbolic Interactionism was utilised throughout this paper. The researcher focused on the creation of identity through interacting with others and investigated how people respond to one another from a symbolic interactionist approach and used this approach to inform the analysis of the participants’ experiences throughout the study.

4. Research question

What is the impact of teacher workload on academic excellence and learners’ metacognition?

5. Aim and objectives

The motive of the study was derived from the researcher’s personal experience, including witnessing the excessive workload of teachers. Not only are they expected to teach but they are also expected to perform administrative duties. The objective of the paper was to investigate the effects of teachers’ workloads on learner academic excellence and metacognition in two high schools.

6. Research and methodology

A qualitative research approach was adopted in the study. An interpretivist approach was followed in this study. The interpretive framework was appropriate as the researcher shared information on various effects of teachers’ workload on learners’ academic performance. Data analysis involved reducing and interpreting data that were gathered through audio-taped interviews. Given that the researcher wanted a detailed reflection on schools, and to ensure confidentiality, participants were interviewed individually, which also gave them a chance to express themselves freely. The researcher used semi-structured individual interviews to collect first-hand data regarding the effects of teacher workloads on learner academic excellence. Population consisted of 26 teachers from school A, 16 females, 10 males and 30 teachers in school B, 18 female teachers and 12 males. Purposive sampling helped identify information-rich cases related to teacher workloads. The sampling comprised 4 teachers and 2 principals from the two selected schools.

7. Ethical considerations

Ethical consideration consisting of informed consent letters, confidentiality and for anonymity pseudonymization were utilised by the researcher. The researcher also guaranteed no harm or risk would be put exposed or subjected to the participants because of their participation.

8. Findings

On the issue of the effects of excessive administrative work and the workload of teachers on learners’ academic excellence and metacognition, the following were shared:

The workload is too much; there is not much time to finish the syllabus and at the same time do daily preparations. We rarely receive free periods; there is a lot of paperwork that must be completed and most of the time due dates for submissions are not met. (Teacher A.)

Contrary to what Teacher A said, a principal stated that:

The reason why some teachers end up having too much workload is because they submit their work to the SMT’s late. (School Principal A.)

However, another teacher also emphasised that teachers were overloaded, adding that:

We are expected to teach subjects that we do not specialise in whilst teaching our own subjects which increases the workload because one must do preparations on all these subjects that are allocated to us. Hence, we sometimes submit assessments late to the Head of Departments for moderation. The administrative work that we must do as teachers is also too much now, we also expected to record marks on SASMS by ourselves. (Teacher C.)

Teachers B and D concurred with some issues that were highlighted by Teacher C indicated in the above excerpt. Below is what the teachers said:

The subject allocations that we are given by our SMT do not allow us to finish on time nor submit on time tasks that are needed because we are faced with too many preparations, marking, and recording of that work.” (Teacher B.)

The rotation of learners that the schools faced during the Lockdown has also added on teachers’ workloads, because teachers had to go back to teaching what they taught learners the week that they had come to school because learners had forgotten what was taught or they did not do their tasks that they were given that week. (Teacher D.)

The participants were all in agreement that teachers had excessive workloads and administrative work, which affected their teaching time and metacognition.

Regarding the effects of shortage of teachers and overcrowded classrooms on academic excellence and metacognition of learners, below is what participants responded:

A principal indicated that:

Teachers cannot expect to have too many free periods whilst the school has a shortage of teachers that would lead to a much higher rate of learner failure. (School Principal A.)

However, a teacher reiterated that:

Shortage of teachers causes stress and a burden to us, as we are expected to assist in teaching those subjects without teachers. (Teacher C.)

Another teacher highlighted that:

Some teachers tend to neglect subjects that they are given that aren’t within their area specialisation which leaves learners unattended to and that leads to them failing. (Teacher A.)

Teacher B agreed with what Teacher A, and highlighted that:

With the big classes that we are given to teach and the number of subjects that we are allocated as teachers, it is difficult for us to finish the syllabus on time. (Teacher B.)

Further comments are capture below:

With the Covid-19 Lockdown and closure of schools, we have high numbers of learner failure. The repeating learners add to the number of new entrants of progressed learners, which increases the numbers in our classes. (Teacher C.)

We have been requesting for more appointment of educators from the Department of Education, but we are told that we do not meet the quorum as we have just appointed two teachers in our school, but we are still short of teachers as we have huge numbers of learners that need to be taught (School Principal B.)

Understaffing seems to be one of the major causes of work overload for teachers, pointing to the need for the Department to closely monitor teacher-learner ratio.

9. Discussions and recommendations

9.1 Effects of excessive teacher administrative work and teaching workload on learner metacognition and academic excellence

The study revealed that teachers have excessive administrative work and teaching workloads. This resonates with the main conclusions of the work by [17] and that by [19], which indicate that the complexity and time strains of teachers’ workloads, the degree of compliance and additional “time consuming, cumbersome” administrative tasks are consuming their teaching and learning time. Adams [16] discovered that inadequate planning and assessment of teachers with over workload hinders learners progress as these teachers may choose to quick lesson planning and assessment that aim at memorization rather than encouraging critical thinking and metacognitive skills in learners. Where metacognition is concerned, Smith [12] highlights that reduced feedback and guidance can hinder learners’ ability to reflect on their learning processes and make needed changes, hence teachers who are loaded with administrative duties and grading may have limited time and energy to offer timely and constructive feedback to their learners. The researcher is of the view that teachers are overly worked and have excessive administrative work, which affects learner academic excellence.

9.2 Effect of shortage of teachers and overcrowded classrooms on academic excellence and metacognition of learners

The study revealed that schools have a shortage of teachers and that they teach overcrowded classrooms. It also discovered that overcrowded and shortage of teachers causes stress to teachers. According to Manuel et al. [11], efficiency of teaching and learning in an overcrowded classroom is threatened; learner performance is reduced and, subsequently, teachers are demoralised. Just like it is indicated by [10], the quality of teaching and learning appears to be compromised by overcrowded classes with limited educators. Furthermore, Ogunode et al. [21] found that most government secondary schools lacked sufficient teachers. Ogunode et al. [21] claimed that there was a problem of understaffing in higher education institutions. Consequently, due to stress, the classroom environment and learner metacognitive development can be hindered as learners may be distracted by the educators’ visible stress [22]. Thus, it is clear from the findings that overcrowded classrooms and shortage of teachers have impacted learners’ metacognitive skills and academic excellence negatively.

10. Recommendations

• The study recommends that the Department of Basic Education and policy makers should review the teacher-learner ratio to reduce teacher workload and overcrowding of classrooms.

• The study also recommends that the Department of Basic Education should release the Post Level 1 Bulletin yearly so that more educators can be employed to reduce teacher workload.

• Another recommendation of the study is that the Department of Basic Education should revisit the policy of upgrading schools’ infrastructure, so that additional classrooms can be built so that the standard teacher-learner ratio can be maintained in schools.

• Lastly, the study recommends that adequate training of teachers to perform administrative duties should be conducted and it should be done during school holidays to prevent loss of teaching and learning time, which later affects learner progress.

11. Conclusion

The study investigated the impacts of teachers’ workload on learners’ metacognition and academic excellence to suggest processes that could be implemented to improve the negative impacts of teachers’ workload. Based on the discussions that were raised by participants on teachers having excessive administrative and teaching work does hamper learner’s metacognition and academic performance, hence the researcher came up with possible recommendations on how these matters can be addressed.

Acknowledgments

I would like to extend my appreciation to the higher degree community, the Department of Basic Education, for allowing us to conduct this study. Also, would like to acknowledge my supervisor, family, mentor, and everyone who contributed to making this study a success.

Declarations

The author of this study declares that all the content is their own work, referencing has been made in areas where needed as to acknowledge the original authors that have been cited in this study.