Singapore Teachers’ Workload Shifts Are Not What They Seem
Singapore’s teachers are teaching fewer hours per week but are clocking more total work time due to a rise in non-teaching duties. The latest Teaching and Learning International Survey (Talis) from the OECD reveals a nuanced picture: about 47.3 hours of work weekly, higher than the OECD average of 41 hours, with teaching and marking occupying less of that time and administrative, planning, and student support absorbing more of the schedule.
Specifically, teachers reported about 17.7 hours weekly on actual teaching, roughly on par with 2018 but below the OECD average of 22.7 hours. Marking decreased to 6.4 hours from 7.5 hours in 2018. Administrative tasks and lesson preparation accounted for four and 8.2 hours respectively, up from 3.8 and 7.3 hours in 2018. In short, the shift is toward more activities outside the classroom that still contribute to student development and school operations.
Non-Teaching Tasks Drive Time Commitments
The emphasis on holistic development means teachers engage in a broader spectrum of duties. Beyond direct instruction, educators spend significant time on professional learning, collaboration with colleagues, counselling students, and liaising with parents. Ministry of Education (MOE) officials stress that this is not a sign of reduced core teaching effort, but a deliberate design to nurture well-rounded individuals.
MOE notes that Singapore’s approach prioritizes non-academic student outcomes, such as social-emotional learning and student well-being, alongside academics. This broader remit partly explains why total working hours remained similar to 2018 even as classroom teaching hours decreased.
Technology and AI Adoption in Classrooms
Singapore’s teachers appear to be ahead of many peers in embracing digital tools. The survey found that about 75% of Singaporean teachers use artificial intelligence to teach or facilitate learning, more than double the global average of 36%. This rapid adoption aligns with Singapore’s education strategy, which emphasizes data-informed teaching and scalable tech-enabled learning supports.
Stress, Retention, and the Teacher Community
Workload is a notable stressor for Singaporean teachers. The Talis data show 27% of Singaporean teachers report feeling “a lot” of stress, up four percentage points since 2018. While stress is common in many professions, MOE acknowledges its impact and highlights measures to mitigate it, including boundaries on after-hours communications with parents and the use of automated marking and AI-assisted assessment tools to ease profiling and feedback tasks.
Younger teachers under 30 report higher stress levels and face ongoing learning curves in lesson planning, curriculum understanding, and managing parent interactions. MOE says it remains committed to supporting early-career educators as they refine their craft while expanding mentorship and professional development opportunities.
Salary and Perceived Value of the Teaching Profession
Salary satisfaction among Singaporean teachers has declined since 2018, with 55% agreeing or strongly agreeing that they are satisfied with pay, lower than the OECD average of 39% but well above it when considered against the local context. Nevertheless, 71% feel teachers are valued in society, and 57% believe their views are valued by policymakers—both figures that exceed OECD benchmarks and reflect a generally positive professional climate.
For new entrants, teaching remains a popular career choice, with more than seven in ten teachers considering it their first career choice, and 79% of those with up to five years of experience sharing the same sentiment. This suggests strong intrinsic motivation in a challenging field, even as the policy environment emphasizes wellbeing and long-term workforce sustainability.
What’s Next for Singapore’s Teaching Profession
MOE’s response focuses on balancing core teaching duties with meaningful non-teaching tasks, harnessing technology to reduce administrative burdens, and strengthening support for newer teachers. Initiatives like electronic document submission for absences, clearer boundaries for after-hours contact, and automated marking tools are designed to maintain high instructional quality while safeguarding teacher well-being.
The Talis findings are part of Singapore’s ongoing effort to align teaching practices with a holistic, future-ready education system. As schools continue to adapt to digital tools, student well-being, and family engagement, educators are expected to play a central role in shaping a resilient and inclusive learning environment.
