Employment Contracts, Working Time, and the Well-Being of Schoolteachers in Japan

Abstract

This paper quantitatively analyzes trends in the working hours of schoolteachers in Japan using Teaching and Learning International Survey (TALIS) data from three survey waves. The analysis focuses on differences between fixed-term and permanent employment contracts and on school environment variables, and their relationships with working hours and teacher well-being. Teachers on permanent contracts tend, on average, to work longer hours than those on fixed-term contracts, largely because of greater time spent on administrative duties and extracurricular activities. School environmental characteristics and principal leadership show only weak statistical associations with total working hours. Subjective job satisfaction is lower, and workload is higher among teachers on permanent contracts. Job satisfaction and stress exhibit nonlinear relationships with working hours, and their association with administrative and extracurricular time suggests that not only the quantity but also the quality of working time is important. Furthermore, school climate and principal leadership may contribute to higher job satisfaction and reduced stress