It’s been revealed that seven in 10 school leaders in England are working in their free time each day.
The findings from Ofsted also found that two-thirds of teachers believe that their job is not being valued by other members of society.
The details are part of the interim findings from Ofsted’s teacher well-being and workload survey – which teachers can still participate in – and is based on 25 college and school visits.
The watchdog also undertook a poll of 213 further education and 680 school staff.
The findings highlight that 70% of senior leaders and 48% of teachers are working every day in their free time.
Issues with teacher well-being
Issues with teacher well-being and also with their mental health have been well-documented in recent years.
For example, the Labour Force survey revealed that teaching was one of three professions reporting the highest levels of depression and stress and unions have called repeatedly for action to tackle staff burnout and rising workloads.
Now, Ofsted’s chief inspector Amanda Spielman says there will be a focus on workload issues to deliver better outcomes in dealing with the problem.
The research also highlights that 28% of those who responded report ‘low’ well-being at work and 26% report ‘medium’ well-being.
Just 35% and 11% report ‘high’ or ‘very high’ well-being, respectively.
School leaders are those less likely to report low well-being
Of those who responded, school leaders are those less likely to report low well-being with just 18% reporting this as an issue.
The survey also highlights that 25% of those polled reported being absent from work because of health problems that had been caused, or made worse, by their work, excluding accidents in the workplace.
More worryingly, 76% said that their job in schools is negatively affecting their mental health.
And 62% say that teaching is not valued by society.
In a report, the authors state: “The top three factors that are affecting the respondents’ well-being positively at work are children/pupils, their colleagues and the support they receive.”
Factors that have a negative influence on well-being
In contrast, the authors add, the frequently mentioned factors that have a negative influence on well-being are behaviour which includes pupils’ challenging behaviour and inconsistent behaviour by colleagues as well as workload and marking.
The authors also highlight that in feedback sessions, the word ‘lack’ cropped up a lot from staff who are reporting that there is inadequate support or time to manage behaviour, a lack of resources, funding, communication and also issues with their work-life balance.
For more information about the Ofsted teacher well-being and workload survey, visit the Gov.uk website where the questionnaire will close on 2 December at midnight.