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Teacher and Administrator Perceptions of Duties Differ

Teacher's desk with letter blocks, colored pencils, and a stack of books with an apple on top.

The results of Education Week’s 2024 State of Teaching survey show a significant difference in teacher and administrator perceptions of the impact of non-teaching duties.

Thirty-two percent of principals and vice principals responding to the survey don’t believe teachers are asked to perform duties beyond their professional responsibilities. In contrast, only 14 percent of teachers responded this way. The results suggest that administrators appear to see non-instructional duties as part of teachers’ professional work in a way that teachers do not. This disparity could be a contributing factor to low teacher morale.

The additional tasks were grouped into six categories:

  • Non-instructional supervision duties
  • Administrative and clerical work
  • Behavioral and mental health support
  • Extracurricular responsibilities
  • Non-teaching professional roles
  • Additional instructional duties

Addressing the gap in expectations and developing a shared understanding of core teaching duties can help schools avoid teacher burnout and staffing challenges.

More details can be found in the results of the Education Week’s 2024 State of Teaching survey.

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April Mabry
April Mabry
HR Services Assistant Director

April Mabry oversees HR Services training services, member library products, and the HRX newsletter. She has provided HR training and guidance to Texas public schools  since 1991. Mabry was a classroom teacher for 11 years in Texas and Michigan.

Mabry has a bachelor’s degree in education from the University of Michigan and certification as a professional in human resources (PHR) and is a SHRM-CP.

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