Singapore teachers work longer hours despite less classroom time
Singapore’s teachers are teaching and marking for fewer hours, yet they clock more total work time each week. A global TALIS (Teaching and Learning International Survey) release shows Singaporean educators spent 17.7 hours on actual teaching per week in 2024, similar to 2018, while marking fell from 7.5 to 6.4 hours. However, their overall weekly workload rose to 47.3 hours, higher than the OECD average of 41 hours. The shift reflects a deliberate policy design that reallocates time toward non‑academic development and holistic student support.
What counts as non‑teaching work in Singapore
The TALIS data highlight several activities outside direct instruction that consume teachers’ time. Administrative duties, lesson planning, curriculum preparation, student counselling, and coordination with parents all add to the load. In Singapore, 8 out of 10 teachers report being satisfied with their jobs, but workload remains a notable source of stress for many. The Ministry of Education (MOE) notes that this framing should not be read as a detraction from teaching quality, but as a recognition of the broader role teachers play in fostering well‑rounded development.
Singaporean teachers also participate in professional learning, collaborate with colleagues, and engage in co‑curricular activities. MOE emphasizes that the education system values holistic growth, which translates into structured time for non‑academic activities designed to build resilience, social skills, and emotional health in students.
What the numbers say about time allocation
Teaching time remained around 17.7 hours per week, with marking at 6.4 hours. Administrative tasks rose to 4 hours and lesson preparation to 8.2 hours—a shift from 2018 figures of 3.8 and 7.3 hours, respectively. The result is essentially a balancing act: less time spent on core teaching tasks, but a commensurate increase in duties outside the classroom. MOE stresses that overall working hours between 2018 and 2024 are comparable, underscoring a policy choice rather than a sudden spike in workload.
Digital tools and the adoption of AI in classrooms
A striking finding is the rapid uptake of digital technologies. About 75% of teachers in Singapore use artificial intelligence to support or facilitate learning, more than double the global average of 36%. This acceleration aligns with broader government initiatives to embed AI and digital tools into everyday teaching, aiming to boost efficiency while expanding learning opportunities for diverse student needs.
Teacher well‑being and policy responses
Stress related to workload remains a concern. In Singapore, 27% of teachers reported feeling stressed “a lot,” higher than the OECD average of 19%. The MOE notes that complete elimination of stress isn’t realistic, but it is actively pursuing measures to cushion teachers. Initiatives include pilots to streamline administrative tasks, such as allowing parents to submit medical documents electronically, and tighter guidelines on after‑hours communications with parents. Automated marking and AI‑assisted assessment are also being deployed to ease workload.
Looking ahead: retention, attraction, and support for young teachers
The TALIS results show younger teachers report higher stress, particularly those under 30, though confidence among early‑career teachers is expected to grow with experience and targeted support. Interestingly, 40% of teachers under 30 anticipate leaving the profession within five years, a figure lower than 2018 but still above the OECD average of 20%. Despite this, Singapore remains optimistic: a majority of teachers would choose teaching again, and many feel valued by society and policymakers.
Implications for policy and practice
Singapore’s approach highlights a core policy question: how to balance essential teaching time with the non‑academic development that policymakers deem critical. By formalizing non‑teaching tasks, providing digital tools to reduce administrative burdens, and refining parent communication practices, the MOE aims to keep teaching attractive while delivering a holistic education that prepares students for a rapidly changing world.
Conclusion
In summary, the TALIS survey portrays Singapore as a system that prioritizes holistic student development, even as teachers spend more hours working overall. The trend reflects deliberate policy design, strategic use of technology, and a commitment to supporting both teachers and students in a modern, digitized education landscape.
