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40 Hour Workweek

Productivity Strategies, Podcast Articles   |   Sep 20, 2015

Can a teacher work a 40-hour week and still do a good job?

By Angela Watson

Founder and Writer

Can a teacher work a 40-hour week and still do a good job?

By Angela Watson

Whenever I mention a 40-hour workweek for teachers, people tend to have one of two objections. Either they think it’s not possible, or they think it’s not aspirational—that you can’t do a good job in 40 hours a week, so you shouldn’t even try to attempt that as a teacher.

I believe that a 40-hour work week IS possible for many teachers, and that you can trim 10+ hours off an extreme work and still do an excellent job as an educator.

I believe that, because I lived it during my 11 years in the classroom. Even as a new teacher, I worked a 40-hour week about 80-90% of the time. And I maintained that schedule no matter what or where I taught: in seven different schools, three different grade levels, in two different states, in three different districts. And I managed to keep my work hours to a reasonable level that fit my life in all of those teaching contexts.

My friends and colleagues and anyone who was paying attention can attest that I left the building within an hour of when the kids did every afternoon, and took very little work home. But I never really talked about it until I left the classroom and became an instructional coach, because telling people about how few hours you work is not a really smart idea. So many people equate hours worked with results, as if staying at school until dinner time every night means my students are going to learn more.

This is a pervasive myth that I’m going to debunk below. Hours worked does not equate with results.

Can a teacher work a 40-hour week and still do a good job?

I want you to think about the teachers in your building and colleagues. The vast majority of them are going to fall into one of 4 categories when it comes to hours worked and results:

1) Ineffective and average teachers who work reasonable hours

These are the teachers who are not really invested in the job. Some of them just want a paycheck, and that’s certainly the stereotype. But most of them really do care deep down, and are simply burned out and disillusioned from all the crap they face in their jobs. Many of them are also going through intense personal issues that make it impossible to give 100% to their work: they’re caring for an elderly parent, have a sick spouse, have multiple young children at home, and so on.

These teachers put in the least amount of hours at work as possible, and while I am empathetic, they are the ones who inadvertently perpetuate the myth that teachers need to work 70 hour weeks to be effective. We look at these teachers and think, I don’t want to be seen as one of them. I care about my job. I’m working hard every day. I have to PROVE that by being the last one out of the parking lot and dragging home a rolling tote full of paperwork.

But let’s dig deeper.

2) Ineffective and average teachers who work long hours

We all know this type of teacher, too. They work long hours because they want to do a good job, but they don’t manage their time well. They work incessantly, but not on the right things, and not on things that produce results in the classroom. They care about their students and want them to do well, but have gotten bogged down by everything from mandated paperwork to Pinterest pressure and wanting to make their classrooms look perfect.

They’re putting in tremendous effort but aren’t seeing tremendous learning gains in their classrooms. In fact, their students really aren’t learning much more than the teachers who leave right at 3 p.m. each day. These teachers’ hearts are in the right place, but they’re wasting time and don’t even realize how.

So we have ineffective and average teachers who work short hours, and those who work long hours. As you can see, the difference in their workload does not equate to results. None of them are really excelling or doing great things for kids. They’re treading water. They’re keeping up with what’s expected, but just barely. This is not a life we want to aspire to.

So now let’s look at the outstanding teachers–the ones we all want to be like–and examine their workloads.

3) Outstanding teachers who work long hours

Every school has at least a few of these superstars. They’re the type where you wish your own kid could be in their class, but you’d never actually want to BE that teacher. They do all the committee work and pick up the slack for everyone else. These teachers are great at what they do, but they’re exhausted, missing their families, and not taking care of themselves because work comes first.

Despite the fact that this amount of dedication to work is generally not sustainable, these are the teachers that we compare ourselves to, and make ourselves feel guilty for not being like them. You have to be really honest with yourself about how they live, though–not just become enamored with how well they teach, but examine their quality of life overall. I’m not willing to sacrifice my health for my job. I want to have a life apart from school.

Some of these teachers truly enjoy being 100% dedicated to their work–often they’re young and single, or older empty nesters who enjoy being busy with their greatest passion, teaching. Most of us have had a season like that in our lives…but it’s not something that most of us can (or should want to) maintain for decades. We can’t compare ourselves to other teachers who are in that season, and feel like we need to work more hours to be like them.

4) Outstanding teachers who work reasonable hours

It’s this 4th and last type of teacher that I believe is worth emulating. They’ve perfected their systems, amassed tons of great lessons and resources already, and don’t waste time with things that don’t matter. They hear about a new mandate or curriculum or set of standards and shrug–they know they’ll find a way to make it work and it’s not going to undo them. They don’t waste time thinking and complaining about things they can’t control. They love their students and the families they serve, and they go above and beyond for them, but they have clear, healthy boundaries around their time and energy.

This is the type of teacher that I always strived to be, and that you can become, too. There are not a lot of these teachers out there, because work/life balance is a tough thing to maintain. But they do exist–you might even know a teacher like that in your school. I personally have had conversations with at least 40 or 50 teachers that manage to be truly outstanding without letting teaching consume their entire lives. This is not an isolated phenomenon: the ones I know teach in all different parts of the country, all different grade levels K-12, in public and private schools, in rural areas and inner cities and everything in between.

So I can say with confidence that it IS possible to be a great teacher AND have a great personal life, because I’ve done it and I know other teachers who are doing it, right now as we speak.

And I’m sharing this not to make you feel bad because you work too many hours, but to give you HOPE. It is possible to do a great job teaching in fewer hours.


Can you get EVERYTHING done in 40 hours?

When I talk about a 40 hour workweek, I don’t mean that I never even thought about teaching outside of those 40 hours. Not at all. Teaching is my passion. I enjoy being a connected educator and chatting with other teachers online and finding and sharing ideas. I enjoy creating elaborate curriculum materials and decorating/organizing the classroom.

So, I don’t count those activities as part of the 40-hour week. These are things that I genuinely enjoy and aren’t required to the extent that I do them. I complete those tasks voluntarily when I feel it, and they don’t feel like work. They’re the creative side of teaching that I do it as a hobby which I’m passionate about. I have no resentment about reading teacher blogs and get lesson ideas on my iPad in the evening when I’m watching TV with my husband.

I’m talking about limiting the “work-work” (mandatory) tasks to 40 hours a week. This includes the face-to-face time with kids, which is fantastic, but let’s be honest. It’s definitely work! I’m also talking about limiting the tasks I don’t want to do on my own time: the paperwork, making photocopies, attending meetings, grading, lesson plan documentation, data and collection, returning parent emails…these are all tasks that I don’t get much pleasure from. These are the tasks that I resented having to do in my evenings and weekends.

So if you factor in 5-6 hours of face time with kids every day, that’s about 25-30 hours a week. To meet my goal of working a 40 hour week, that meant that all the work-work tasks needed to be done in an additional 10-15 hours a week, on average. And most of the time, that was a possibility for me, and it could be for you. Probably not at the beginning of the school year, not when report cards are due, and not when you have special projects and deadlines. But on average, most weeks, you can aim for a 40 hour workweek, or another target number that is realistic for you and gives you more time for your family.

How to cut 10+ hours from your work week

If you’re currently working 60 or more hours a week–and that’s not uncommon–I recommend going slowly with this. Cutting 20 hours from your workweek is going to be too hard to do overnight. You’re going to want to shave off just 30 minutes or so at a time through new routines. Get comfortable with one routine, and then integrate another new practice that allows you to save 20 minutes off a different task. Do that for a week, and then add another strategy that trims off another 15 minutes, and so on. Over time, I believe most teachers can shave 10 or more hours off an extreme workweek.

So what are those streamlining strategies? How do you cut down tasks? I think the best approach is to think about the top 3 tasks that consume your evenings and weekends, the things that you absolutely hate doing. Think about the 3 tasks you bring home in your teaching bag and half the time just drag right back to school untouched because you couldn’t bear to even look at them over the weekend.

Then pick one of those three things–the one that bugs you the most and consumes the most of your time–and start experimenting with different strategies for doing that task more efficiently.

Start by experimenting with ways to streamline your most dreaded task

Let’s take grading for example, since that’s a task most teachers hate having to do on their own time.

Can you grade papers a different time of day? Maybe you usually try to grade during your planning time and you get interrupted every 5 minutes so it takes you three times a long, and your prep period is so short you can’t really get into a flow. You might be better off coming in early to school two days a week and grading papers when no one else is in the building to interrupt you.

Or maybe the timesaver for you is to change some of your expectations around grading, and retrain yourself to believe that every single assignment you give students does not have to be graded. You might be recording way more than the required number of grades per subject each week and it’s time to get real with yourself about how you’re creating extra unnecessary work. I know elementary teachers who take 15 or more grades in a single subject every single week, even though only 5 are required –that’s like 70 grades per week per child. It’s insanity, but they’ve convinced themselves they have to do it because they believe they need as many grades as possible and have to put a score on every piece of paper a child touches.

If you’re spending too much time grading, you might also want to experiment with having students assess their own work as a review activity in class. You might want to try incorporating fewer paper and pencil actives and have students do more hands-on work, or solve problems on individual dry erase boards where you assess their learning informally rather than having them complete a worksheet you have to grade. You might want to try some simpler approaches to teaching writing and grading writing.


Teaching does NOT have to consume your entire life–don’t settle for stress!

These are just a few examples. There are a lot of different ways to approach teaching and assessment, and if what you’re doing is not working well for you from a time management perceptive, don’t assume that this is just the way things have to be and there’s no alternative. Start actively looking for and experimenting with ways to teach and assess more effectively.

There are other teachers who spend very little time grading—why shouldn’t you be one of them? Why should you lug a stack of essays home every single night? Why should you spend every weekend grading and feeling guilty for ignoring your family?

That does NOT have to be your reality, but if something’s going to change, it has to be intentionally. That workload is not going to disappear magically overnight. It’s going to require you to acknowledge that this is a real problem that is affecting your health, your personal life, your family life. And it’s going to require you to make a decision to figure out how to change.

Pursue work-life balance with intention, even if you never get to a 40-hour week

A 40 hour workweek might not be possible with your teaching context, personality, or work speed and habits. But you CAN shave multiple hours of your work week. I believe that is possible for every teacher.

We are ALL wasting time without realizing it, and completing certain routine tasks in really ineffective, inefficient ways. We ALL have processes we can streamline. And if you can identify even a few areas and improve them, you’re looking at saving a couple hours a week. That’s 3 or 5 or 10 extra hours to enjoy your family and take care of yourself and pursue things you enjoy.

It’s worth making the effort and really taking the time to focus on this because it will change the way you teach forever. You will be a better teacher because you’re not resentful of the way it’s consumed your life, and you’ll be better rested and more balanced.


Get support from other teachers who want to achieve better work/life balance

I’m in the process of creating some resources to help you with this. Sign up to get my free 40 Hour Workweek Getting Started Guide, and I’ll show you how to pick a target number of hours to work each week and make a plan for sticking to it.

I’m also going to send you information about a support network for teachers. It’s called the 40-Hour Workweek Club, and it’s designed to share specific, actionable steps for shaving 10 or more hours off your workweek. The club includes a private Facebook group where you can share timesaving strategies with other teachers and figure out how to personalize a system that works for YOU.

Remember, effective teaching is measured in results, not hours worked. Seek efficiency & create boundaries around your time!

You will never find time for anything. If you want time you must make it. – Charles Buxton Click To Tweet

This post is based on the latest episode of my weekly podcast, Angela Watson’s Truth for Teachers. A podcast is like a free talk radio show you can listen to online, or download and take with you wherever you go. I release a new 10-15 minute episode each Sunday and feature it here on the blog to help you get energized and motivated for the week ahead. I’d love to hear your thoughts below in the comment section!

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Angela Watson

Founder and Writer

Angela created the first version of this site in 2003, when she was a classroom teacher herself. With 11 years of teaching experience and more than a decade of experience as an instructional coach, Angela oversees and contributes regularly to...
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  1. Thank you thank you thank you!!! I was seriously just crying on the way to the grocery store thinking about all of the things I have to do for school tonight on my own unpaid time when I’d rather be relaxing with my fiancé. After 11 years I’m tired of being the 3rd kind of teacher, I want to be the 4th kind and get my life back! You are an inspiration and you seriously keep me from losing it on a weekly basis! GO GIRL

  2. The problem that I see is this one… “I enjoy creating curriculum materials, planning engaging lessons, and decorating/organizing the classroom. So, I don’t count those activities as part of the 40-hour week. These are things that I genuinely enjoy. I do them voluntarily when I feel like doing them, and they don’t feel like work. ”

    However, lesson planning is a part of my job. So is decorating and finding materials. I am still required to do it. There should be parts of your job that you enjoy… but they still count as work hours if you are required to do it.

    I “work” an 8 hour day, but I often spend a few hours at home each night, and several hours each weekend, lesson planning and creating materials. Yes, I could not do those, and I could do the bare minimum at school, but I am definitely a more effective teacher because I do these things at home. These are things teachers should be given time in a school day to do.

    1. I agree that teachers should be given time in the school day for those tasks. If you want to count them in your total workweek hours, you could do so. I believe the strategies I’m sharing would help you save time each week regardless. The goal is to get as close as possible to a 40 hour week (or whatever your target number is.)

  3. Thank you so much for this podcast. I was thinking about submitting this as a question until I saw this week’s topic.
    I’m in my second year of teaching and I give much of my time to work that I’m exhausted by Friday, it’s effecting my home life and me that I’m feeling burnt out. I’m striving to be more like the 4th teacher in order to have the work/life balance in place for myself, my husband and before children enter the picture. I’m looking forward to the strategies and the group. Thank you again! Love all of your resources, especially the podcasts.

    1. Hi, Carla! I’m glad this was timely for you. It’s so easy to read an article, try to do better for awhile, and then slip back into old habits. I think we all do that! I’m glad you’ll be part of the club–I really think it’s going to be the support teachers need in order to maintain work/life balance not just for a few days, but throughout the year.

  4. I feel like to are speaking directly to me. It’s as if you were put here to be my own personal life coach! Because of my desire for perfection (or at least excellence) combined with my ADD and all that entails, I have struggled with time management throughout my 13 year teaching career. I have an extremely difficult time prioritizing because everything that is required is mandatory and overwhelming. I am starting to see the light. Your practical and doable tips are clicking! Thank you so much for tackling this. You have no idea how relieved I already am. I feel like I finally have hope of having a “normal” life at some point. You’re my new best friend!

    1. Shannah, I’m so happy to hear that. Thank you for taking the time to share. You will LOVE next week’s podcast which is about prioritizing tasks.

      Your point about perfection or excellence is a good one. Perfection is a tough thing to understand, because it’s wrapped up in our own nebulous ideas about what is “enough.” I mean, we rarely say, “This has to be perfect!” We usually know it’s not going to be perfect. We just need it to be “enough” to meet our standards…and our standards are super high for everything.

      It can be very freeing to recognize that it’s just not possible to give 100% to every single task we take on in life. That gives us permission to stop wearing ourselves out doing every single thing with excellence, and be intentional about how our time and energy is best used.

  5. I wish you actually has a firm suggestion here or there. Just “be more efficient” doesn’t cut it. I’ve tried cutting grading times and done so with moderate success… But I’d be lying if I said it didn’t come at some cost to students, my classroom and the like. I’m still unsure it’s a fair tradeoff…

    1. Hi, Dan. Did you check out the links to the two posts I shared in the section about grading? Those might provide the firm suggestions you’re looking for in ways that actually have a positive rather than negative impact on students.

      However, some of the ways you work more efficiently WILL come at some cost to students, as you said. Teaching is no different from parenting in that way. There is always something more you could be doing. You will make some choices on a daily basis that aren’t absolutely ideal for kids but are necessary in order to keep the rest of classroom/household moving along smoothly. Kids are our #1 priority and we always look out for their best interests, but if we don’t take care of ourselves, there will be no one to care for them. There is a limit to how much we can humanly do, and continually pushing ourselves beyond that limit is what creates burnout. At some point, we have to make peace with this fact and stop feeling guilty about it.

  6. Most of these points can be applied to almost any profession. Like most workplaces, there are employees that effortlessly excel at their jobs, some that have to put in effort to excel, some that put in extra effort but can’t seem to achieve results, and some that don’t apply themselves and are just in it for the paycheck and job security. Your tips also apply to all professions. Manage your time, prioritize, delegate, seek help, stay on top of trends and technology, eliminate unnecessary tasks….no matter what your job, these are work-life skills.

    1. Well said, Nina. Your comment made me think about how little instruction/training employees in any field (especially teaching) are given for basic productivity and time management. It’s extremely rare that people are taught how to prioritize tasks, eliminate unnecessary work, and so on. Teachers (and many other workers) have thousands of tasks on their plate every day, but no one ever shows them how to organize and manage them. It’s rather insane, really.

      If those productivity skills don’t come naturally, it’s not just the employee who suffers, but the effectiveness of the entire organization. I’d love to see these skills taught explicitly in schools and reinforced in the workplace. I think most teachers would be deeply appreciative for support in this.

  7. Hi Angela,

    I loved this podcast. I love them all. I’m sure you’ll get some “yeah, but’s….” for this one.

    I get annoyed with all of the “myths of summers off” posts on Facebook that appear in June, and this is why. For one thing, a lot of the teacher work I do over the summer I actually enjoy doing. It doesn’t feel like work. Also, no one is asking me to give up time with my family to do those things.

    I wanted to share one time saving tip I’ve discovered over the years and that is “don’t grade for yourself.” What I mean by that is that many teachers grade papers and add comments to justify the grade they give rather than to enhance learning. Many studies have shown that students don’t care about the comments because they can’t change the grade at that point. Or, there are too many grades to process so no learning occurs. Once I was a little more purposeful with my grading, it freed up a lot of time.

    On a more practical note, I too used to take home some papers to grade on Sundays and I resented it. So I stopped grading on Sundays. No one was telling me I had to do it. Problem solved!

    1. What a great tip about not grading for yourself or commenting excessively in order to justify the grade (that’s what a rubric is for!)

      I see this tendency sometimes in teachers who re-write every misspelled word and essentially edit the paper for the student, even when it’s not a writing assignment. You are so right–the kids don’t care or notice, and it’s wasted energy. If you’re going to go through the trouble to write lengthy comments and correct mistakes, it should be for assignments in which students use that feedback to improve their work. It’s certainly not necessary for every assignment.

  8. The advice given is simply to “work smarter, not harder.” Ok, well taken, there is always room for efficiency improvements, but this is not new advise. You then go on to redefine some of your out-of-class activities as “enjoyable” and proclaim that these tasks are no longer work. OK, if you like what you are doing you may not consider it work, I get it! But it still takes time away from your other activities. You say that maybe it is time to come to work before school starts. Somehow that is not work any more?

    The issue of work/family/health balance is something that is not unique to teachers. It permeates our entire society. The only real advise I got out of the article is that f you want more time for family and self then get out of the classroom…hmmmmmm. We disguise these career moves as opportunities to impact thousands of kiddos by helping hundreds of teachers, but in reality they are really opportunities to get out of the classroom, make more money, and have more personal time for family and self.

    Teaching is a selfless career and that is what makes it a noble endeavor. The fact remains that everything expected of teachers cannot possibly be done in one 45 minute planning period per day, nor in a couple of hours before or after school. To say otherwise is disingenuous. Not complaining, I love my job, just sayin’.

    Good luck to you and to all educators!

    1. Thanks for taking the time to share your thoughts. This podcast episode is just a brief exploration of its title: whether it’s possible for a teacher to do a good job working 40 hours a week. There’s no way I could cover specifics on all the issues you raised in a single post/episode. The practical, actionable strategies you’re looking for are in the 40 Hour Teacher Workweek Club which I linked to in the post.

      I disagree that the post insinuates that you have to leave the classroom to have more time with your family. My point was that I worked 40 hours a week as a teacher, and there are teachers currently working reasonable hours (40-45 hours per week including all voluntary tasks) and doing a great job.

      I also disagree that it’s disingenuous for me to say that teachers can do everything that needs to be done in a couple of hours before or after school. Many of them certainly can, and do, and sharing that fact brings hope to those who are stuck on the damaging myth that it’s impossible to achieve work/life balance as a teacher. To quote George Bernard Shaw, “Those that say it can’t be done shouldn’t interrupt those who are doing it.”

  9. I am so glad to find you! I worked an average of 60 or more hours a week, at home and after school. I teach Dual Language (English and Spanish). My work as a teacher is double. It takes a lot of time to prepare all materials, grades, lesson plan (assigned by the district.) Sometimes I am overwhelmed and very tired. My husbands and children (young adults) worry about my health. I will try your logical strategies starting this week! I want to be part of your club and I will share with my colleague and friends.

  10. The best way to fix all the problems is to minimize the teaching time. Young children such as PK -3 do not need the seven hours per day unless it considers the day care providing. Children can study 4 – 5 hours with maximum effectiveness. During the three-hour period, teacher should analyze the observation and assessments, plan and prepare resources and have the tutoring time for some children. The teacher’s preparation significantly impacts on the students’ outcomes and their achievement. For example, children stay at school and participate in all learning activities from 8:00 to 12.00 (or 1:00). After that it should be after-school care (with additional stuff) while the teachers do their paperwork.

  11. hi,

    I found your article from a google search. The first week of school a co-worker said, “Are you overwhelmed yet?” and I said, “no”, because I wasn’t, and I’m not. This was probably not the best answer. I feel frustrated when I see the average teacher who works long hours, and they give me the side-eye because I’m leaving on time. Even in the comments above, it’s still this idea perpetuating that you need to do all this extra work to be an effective educator, I haven’t found that to be the case. Thank you for your post and I’ll keep on teaching the good teach 🙂

  12. Hello, I teach High School Health Science and Intro to Health Careers, I put in 70 to 80 hours a week. I am tired and am losing a lot of weight! There is no curriculum and no books! any tips, help. Ideas?

  13. Hi. I am a NQT in Ireland and I am completely my 100 days probation at home. I feel like I can never get caught up on my work and am always bringing planning and resources home while I still leave my correction in school. I know this is not sustainable for the remained of the school year but as part of my probabtion my folders have to be up to date every single day for fear my inspection comes to see me. Just winding if you have any tips to even reduce the work hours as I feel as though I’m working every day from the moment I get up to when I go to bed, weekends included. I see all my friend a goof log away for weekends and even just out for evenings and I can’t even seem to find time to walk my dog. Your help would be greatly appreciated. ☺️

  14. Oh, God, no. I work seventy hours a week for sure as a teacher. I don’t know any teacher who doesn’t.

    1. Hey there, Carolee! This is an old post. Since writing it, the 40 Hour Teacher Workweek Club has supported more than 32,000 teachers in creating work/life balance! Check it out here: 40htw.com

  15. At my school, we are face to face with students 7.5 hours a day. Our contract is for an 8.5 hour day (7:30-4:00). That gives me one hour which includes the few minutes before the students come in my room at 7:40. I have been trying to leave by at least 5:00 or 5:30, but it is a challenge. Schools in my area have structured the day to include much more face to face time with students during our contracted hours which leaves very little time for planning ect. This has been going on for a long time.

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