An examination of teachers' workload in online teaching compared to traditional teaching in Kebbi West LGA, Kebbi State
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Background of the Study:
The transition from traditional classroom teaching to online education has brought about significant changes in the roles and responsibilities of educators. In Kebbi West LGA, Kebbi State, teachers have experienced a substantial shift in workload as they adapt to online teaching methodologies. The digital transformation of education requires teachers to not only deliver course content but also manage virtual classrooms, develop digital resources, and continuously update their technological skills. Recent studies have shown that the workload associated with online teaching often exceeds that of traditional teaching, primarily due to the need for extensive preparation, technical troubleshooting, and ongoing communication with students outside of scheduled class times (Adebayo, 2023). Furthermore, the absence of physical classroom cues means that teachers must rely on digital tools to monitor student engagement and performance, adding another layer of complexity to their responsibilities (Chukwu, 2024). This increased workload can lead to higher levels of stress and burnout among educators, which in turn may negatively affect teaching quality and student learning outcomes. Additionally, the expectation for teachers to be available online around the clock blurs the boundaries between personal and professional life, exacerbating the challenges of work-life balance. In Kebbi West LGA, where resources and technical support may be limited, these challenges are even more pronounced. The shift to online teaching has required teachers to invest additional time in familiarizing themselves with new platforms, designing engaging content, and troubleshooting issues in real time. Despite these efforts, there remains a lack of comprehensive research on how the transition to online teaching has altered teachers' workloads and what implications this has for their overall well-being and effectiveness (Okeke, 2023; Musa, 2025). The background of this study underscores the importance of understanding the comparative workload between online and traditional teaching environments. By exploring the specific challenges faced by teachers in Kebbi West LGA, this research seeks to identify factors that contribute to workload imbalances and to propose strategies that can help mitigate the negative impacts on educators. Such insights are critical for informing policy decisions and support mechanisms that aim to enhance the sustainability of online teaching practices.
Statement of the Problem:
The shift from traditional to online teaching in Kebbi West LGA has resulted in a notable increase in teachers’ workloads, posing several challenges that affect both instructional quality and teacher well-being. Teachers are required to invest considerable time in lesson planning, content creation, and continuous monitoring of student progress in virtual environments, tasks that were less time-intensive in conventional classroom settings (Adebayo, 2023). In addition, the need for constant availability through digital platforms means that teachers often find it difficult to disconnect from work, leading to heightened stress levels and burnout. This situation is compounded by technical issues such as poor internet connectivity and limited access to digital tools, which force educators to spend additional time resolving problems rather than focusing on pedagogy (Chukwu, 2024). The increased administrative and technical responsibilities associated with online teaching have created an environment where teachers feel overwhelmed, resulting in diminished job satisfaction and potential declines in teaching quality. Moreover, there is limited institutional support in terms of training and resources to help teachers manage these new demands effectively. The problem is further exacerbated by the absence of clear guidelines and policies that address workload distribution in online settings, leaving teachers to navigate these challenges on their own (Okeke, 2023). Consequently, the imbalance in workload not only affects educators’ performance but also has a ripple effect on student learning outcomes. This study aims to examine the extent of the increased workload among teachers in online teaching compared to traditional methods and to explore the underlying factors contributing to this disparity. Addressing this problem is critical to ensuring that teachers can maintain a healthy work-life balance while delivering quality education, ultimately benefiting the broader educational ecosystem in Kebbi West LGA (Musa, 2025).
Objectives of the Study:
• To compare the workload of teachers in online teaching versus traditional classroom teaching.
• To identify factors contributing to increased workload in online teaching environments.
• To recommend strategies to balance and manage teachers’ workload effectively.
Research Questions:
• How does the workload of online teaching compare to that of traditional classroom teaching in Kebbi West LGA?
• What specific factors contribute to the increased workload among teachers engaged in online teaching?
• What interventions can be implemented to reduce teacher workload in online environments?
Research Hypotheses:
• H1: Teachers engaged in online teaching experience a significantly higher workload compared to those teaching in traditional settings.
• H2: Technical challenges and administrative tasks are primary contributors to the increased workload in online teaching.
• H3: Implementing structured support and training programs can reduce the workload disparities between online and traditional teaching.
Significance of the Study:
This study is significant as it examines the workload challenges faced by teachers in online teaching compared to traditional methods. The insights gained will inform policies and strategies to support educators, reduce burnout, and enhance teaching quality in Kebbi West LGA (Adebayo, 2023).
Scope and Limitations of the Study:
This study is limited to assessing the workload of teachers in online versus traditional teaching environments within Kebbi West LGA, Kebbi State, and does not extend to other regions or educational levels.
Definitions of Terms:
• Teacher Workload: The total amount of tasks and responsibilities assigned to teachers, including instructional, administrative, and technical duties.
• Online Teaching: The process of delivering educational content via digital platforms over the internet.
• Burnout: A state of physical and emotional exhaustion resulting from prolonged stress and overwork.
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