Workload Woes: The Dynamics of Teacher Workload on Job Satisfaction and Turnover

Abstract

Teacher workload and work intensification are increasingly recognized as key contributors to job dissatisfaction, burnout, and turnover in K–12 education. Yet, research has not fully captured the complexity of how workload affects teacher wellbeing and retention. This dissertation, structured as three articles, explores the relationship between workload, job satisfaction, and attrition. The first article presents a systematic literature review, highlighting consistent links between excessive demands, burnout, and turnover. The second study uses qualitative content analysis to compare teacher contracts in unionized and non-unionized states, revealing disparities in how workload and protections are addressed. The third study applies the Job Demands-Resources (JD-R) Model to survey data, confirming significant relationships between workload, burnout, and intent to leave. Together, these studies offer a multifaceted understanding of teacher workload and its implications, providing practical insights for policymakers and educational leaders seeking to improve working conditions and address teacher shortages.