The impact of administrative workload on the work of university professors
DOI:
https://doi.org/10.58594/rtest.v6i1.203Keywords:
Administrative burden, teaching performance, quality of educationAbstract
Teacher performance has been a focus of public opinion and evaluation since ancient times; however, little attention has been paid to the repercussions and challenges faced by higher education teachers as a result of their workload. Currently, there is little clarity regarding teachers' job duties, which impacts educational quality, increasing the administrative burden and distracting teachers from effective teaching. The objective of this research was to analyze the impact of administrative burden on teaching in a bachelor's degree program in educational sciences at a Mexican public university. A mixed methodology was used to collect qualitative and quantitative data. Initially, a questionnaire was administered to 31 teachers, and subsequently, four teachers were interviewed, from whom experiential and contextualized information was obtained. The quantitative results showed that 58.1% of teachers experience excessive administrative burdens that are not directly related to the teaching and learning processes. These tasks represent time demands, affecting attention and the quality of educational processes, impacting learning. The qualitative results demonstrate the effectiveness of some administrative tasks that contribute to the teaching process, facilitating the monitoring of aspects such as group control, activity planning, and supervision of tutoring programs. The conclusion is that, although teachers perform management activities related to their teaching activities, excessive administrative burdens will affect the quality of the teaching and learning processes.
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