Teachers on the Brink: A Systematic Literature Review of Classroom Burdens in Light of the EDCOM II Report

This systematic literature review explores the factors contributing to classroom burdens that affect teachers' teaching effectiveness and overall well-being. Fifteen (15) relevant studies, published on ERIC and Google Scholar, were analyzed to address two key research questions: (1) What are the elements that contribute to teachers' classroom burdens? The analysis revealed a central theme: teachers' multiple ancillary or administrative functions. Four sub-themes were identified under this main theme: instructional-related tasks, student welfare and services, personal and professional development, teachers' workload, and time management challenges. These ancillary functions often divert teachers from their core teaching duties, leading to inefficiencies in instruction and added stress. (2) How do these classroom burdens significantly influence the teachers' well-being? The researchers had identified two primary themes: burnout and stress, and work-life balance. Through this thorough systematic literature review, it was found that the teachers are increasingly experiencing high levels of stress and burnout due to the accumulation of ancillary tasks, which negatively affect their health, job satisfaction, and overall teaching performance. Furthermore, the systematic literature review highlights the challenges that teachers face in maintaining a healthy work-life balance, especially when their responsibilities extend beyond the classroom, leaving them with little time for personal well-being. The results underscore the critical need for a more balanced distribution of ancillary tasks, recognizing that the core function of teachers is to provide quality education. Teachers are vital to the education system, and their well-being is essential to both their effectiveness and student outcomes. The study recommends for policy reforms that reduce administrative burdens, promote equitable workload distribution, and provide adequate support systems, enabling teachers to focus on their primary role of teaching.