Singapore’s Teaching Hours: More Time Outside the Classroom
Singapore’s teachers are spending fewer hours on direct teaching and marking, yet their total work time is increasing due to non-teaching responsibilities. The Teaching and Learning International Survey (Talis) by the OECD, released on Oct 7, shows Singaporean educators averaging 47.3 hours of work per week—above the global average of 41 hours and higher than the 2018 figure of 46 hours. The shift toward non-teaching duties reflects a deliberate policy design that emphasizes holistic student development beyond core academic instruction.
What Counts as Non-Teaching Time?
The report pinpoints several non-teaching activities that have grown in importance: lesson planning, student counselling, co-curricular activities, and ongoing communication with parents. In Singapore, actual teaching time sits at 17.7 hours per week, roughly the same as 2018 (18 hours), but well below the OECD average of 22.7 hours. Marking time dropped to 6.4 hours from 7.5 hours in 2018, while administrative tasks and lesson preparation account for four and 8.2 hours respectively. These shifts underscore a broader educational aim: fostering students’ non-academic development and social-emotional skills alongside academic learning.
AI Adoption and Digital Readiness
Digital technologies are becoming integral to classroom practice in Singapore. About 75% of teachers report using artificial intelligence (AI) to teach or facilitate learning, more than double the global average of 36%. The rapid uptake of AI tools aligns with Singapore’s national push to digitalize education, support differentiated instruction, and potentially reduce routine workload through automation in marking and assessment.
Teacher Well-Being and Stress
Despite a generally high level of job satisfaction—over eight in ten teachers report being satisfied with their jobs—the workload remains a primary stress driver. In Singapore, 27% of teachers feel they “stress a lot” in their work, up from 23% in 2018. The OECD average for high stress is 19%. The Ministry of Education (MOE) acknowledges that some stress factors are inevitable but emphasizes support for teacher well-being, autonomy in school governance, and robust support systems.
Why Longer Hours, Fewer Teaching Hours?
MOE explains that the distribution of time is not about reducing teaching quality but about expanding students’ development outside the classroom. “This is not about teachers spending less time on core teaching duties, but about deliberate policy design requiring educators to dedicate time to students’ non-academic development,” the ministry stated. Activities such as professional learning, collaboration with colleagues, and targeted counselling are viewed as essential components of a well-rounded education.
Age, Retention, and Career Outlook
Younger teachers (under 30) report higher levels of stress, particularly as they navigate curriculum understanding, lesson planning, and parent interactions. However, MOE notes that confidence typically grows with experience, and ongoing support for new teachers is a priority. The survey also highlights retention concerns: 40% of teachers under 30 intend to leave within five years, down from 49% in 2018 but still above the OECD average of 20%. Overall, 29% plan to leave teaching, with personal and family considerations and opportunities for further education cited as top reasons.
Job Value and Salary Satisfaction
Perceptions of the teaching profession’s social value remain high in Singapore, with 71% of teachers feeling valued by society, well above the OECD average of 22%. However, salary satisfaction has declined since 2018, with 55% agreeing or strongly agreeing that they are satisfied with pay—lower than the OECD average of 39% but still relatively high by regional standards.
Policy Responses and the Way Forward
MOE is piloting features to streamline administrative tasks, including allowing electronic submission of absence documents and improving after-hours boundary guidelines with parents. Automated marking and AI-assisted assessment are being introduced to ease workload. The agency also stresses that teacher well-being is supported through autonomy, professional development opportunities, and a structured pathway for career growth.
Bottom Line
The Talis findings position Singapore as a high-touch education system balancing core teaching with a broad suite of non-academic development activities. While total working hours have risen, the shift aims to cultivate well-rounded students and a resilient teaching workforce ready to adapt to digital tools and evolving classroom needs.
