Teachers' working time from time-use data: Consequences of the invalidity of survey questions for teachers, researchers, and policy. (January 2022)

• Record Type: Journal Article
• Authors: te Braak, Petrus; Van Droogenbroeck, Filip; Minnen, Joeri; van Tienoven, Theun Pieter; Glorieux, Ignace
• Is Part Of: Teaching and teacher education. Volume 109(2022)
• Publication Date: 2022-01
• Subjects: Teachers' working time -- Measurement error -- Time-diary -- Time use -- Teachers' workload -- Time allocation; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103536
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: How teachers spend their working time is crucial for the quality of teaching and teachers' well-being. For this reason, teacher surveys generally measure the number of hours worked. By comparing estimates from survey questions and time-diaries, we argue that commonly used survey methods are prone to bias. We use results of a unique, large-scale study where 7, 486 teachers kept a diary for seven days resulting in 1, 250, 000 hours of registered activities. Large differences in the accuracy of estimating working time exist in sub-activities (e.g., school organisation) and job characteristics (e.g., part-time versus full-time). Implications for research and policy are discussed. Highlights: 7486 teachers kept a time-diary for seven days resulting in 1, 250, 000 h of registered activities. A literature review reveals measurement errors on survey questions about teachers' working time. Large differences in estimation accuracy of working time exist in sub-activities and teachers' job characteristics. Core activities are severely overestimated in survey estimates, while peripheral activities are underestimated. Time-diary methods reveal that part-time teachers spend a disproportionate amount of hours on peripheral activities.