OECD Education Policy Perspectives
The OECD Directorate for Education and Skills helps countries compare their education policies and experiences, and learn from each other through large scale assessment and surveys and comparative policy analysis. This policy papers series presents analysis for policy makers, practitioners and researchers on a wide range of policy issues covered at OECD: from pre-primary to higher education, from policy design to implementation, from student performance and well-being, to teacher training and practices, to school resources.
- ISSN: 22260943 (online)
- https://doi.org/10.1787/5cc2d673-en
Making the most of teachers’ time
Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be allocated more or less effectively to promote positive outcomes for students. How school systems regulate teachers’ working time reflects diverse conceptions of the role of teachers and different strategies for making the most of their time. The COVID‑19 pandemic and the rise of remote and hybrid teaching environments in 2020 have further increased the complexity and diversity of tasks that compete for teachers’ time. The pandemic context has also tested the capacity of school systems to adapt provisions for teachers’ use of time quickly in response to changing conditions. Building on the findings from the OECD School Resources Review series and data from the Teaching and Learning International Survey (TALIS), this Policy Brief presents policies and practices that can promote an effective use of teachers’ time by exploring the following questions:
- What do we know about teachers’ effective use of time?
- How to balance regulations and flexibility to encourage an effective use of time?
- How to define core tasks and support teachers in prioritising them?
- Can technology help teachers use their time more effectively?
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