TEACHER WORKLOAD'S EFFECT ON MALDIVIAN STUDENT SUCCESS
DOI:
https://doi.org/10.18623/rvd.v23.4884Palabras clave:
Teacher Workload, Quality Education (SDG 4), Teaching Quality, Student Performance, Job Demands-Resources (JD-R) Model, Maldives Education, Shaviyani AtollResumen
Teacher workload is a global concern, yet its impact in resource-constrained, small-island contexts like Shaviyani Atoll, Maldives, remains under-researched. This study examines the relationship between teacher workload, quality education, and student performance within this unique landscape. Adopting a quantitative, descriptive-correlational design, data were collected from 175 educators across 14 schools. The study utilized structured questionnaires and academic records, ensuring validity through Cronbach’s Alpha and internal consistency testing. Statistical analysis, including multiple linear regression and multicollinearity diagnostics, was performed via SPSS. Findings indicate a young, well-qualified cohort, with 78.9% holding a Bachelor’s or Master’s degree. Regression results reveal a statistically significant relationship between variables. Contrary to purely negative assumptions, data shows a moderate positive relationship β = .339, p < .001) between workload and perceived quality, suggesting certain demands drive engagement up to a specific threshold. However, excessive administrative tasks and long hours remain primary burnout drivers. The study underscores the need for systemic reforms in the Maldives to balance professional demands with well-being. Optimizing workloads and reducing non-instructional burdens can sustain high teaching standards and enhance student achievement.
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