Perceptions and Types of Workloads among Chemistry Teachers in Middle Secondary Schools

Abstract

This study explored perception and types of workloads for middle secondary school chemistry teachers, in one of the districts of Bhutan. The participants included chemistry teachers (n=7), Principals (n=4), and class 9 and 10 students (n=200). Data were collected through semi-structured interviews, survey questionnaires, classroom observation, and document analysis such as chemistry teachers’ teaching schedule, job delegation documents, and class 9 and 10 students’ chemistry notebooks (n=32). The qualitative data were analysed using thematic analysis while the quantitative data were analysed using the features such as mean and standard deviation of Statistical Package for Social Sciences (SPSS). The findings of the study highlighted that the chemistry teachers’ workloads were perceived as heavy, caused by 4 different types of workloads such as academic workloads, non-academic workloads, workloads due to inadequate academic resources, and nature of chemistry