VIDBE-Q 2026 Volume 71 Issue 2
Others revealed that, despite describing their workload as manageable, they
required additional (personal) time to complete all their job responsibilities. "I am
able to meet the needs of my students and the duties at my job *mostly* during my
work hours, though meetings, report writing and IEP writing must be written
during my personal time," shared one participant. Another wrote, "[It's]
manageable because I just donate more of my personal time as needed to keep up
with my job."
Those who felt their workload was unmanageable shared similar
explanations. "I manage it, and I feel like I do a good job. I would still consider it
unmanageable only because I never have the time to actually lesson plan and
develop lessons." Several participants listed the many tasks they were responsible
for, summarizing their workload by writing, "It's entirely too much," and "It's a
lot."
We also examined the relationships between workload factors and perceived
manageability (displayed in Table 3). Those educators who spent more time in
professional development meetings were less likely to perceive their workload as
manageable. Interestingly, the presence of a state policy regarding caseload did not
directly correlate with perceived manageability; however, those working in a state
with a caseload policy were significantly more likely to have lower caseloads.
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