High Workload in Schools: Nearly Half of Berlin Teachers Would Not Choose the Profession Again

Many educators in Berlin are expressing feelings of overwhelm and dissatisfaction with their working conditions, according to a recent study conducted by researchers at the University of Göttingen. The findings were shared by the Berlin branch of the Education and Science Workers' Union (GEW), based on an online survey that included responses from 2,385 teachers across the city.

The survey revealed a critical view of the teaching profession among respondents. When asked if they would choose to become teachers again, almost half (46%) responded negatively. An additional 41% were uncertain, while only 13% indicated a definitive yes.

Moreover, the majority of teachers reported they would not recommend their profession to others. Twenty percent stated they would endorse the teaching career, whereas 35% would not. Notably, 45% were undecided about making a recommendation, placing the teaching profession significantly below the national average, where 69% of workers in various fields would recommend their jobs.

Frank Mußmann, head of the Cooperation Office for Universities and Trade Unions at the University of Göttingen, commented on the situation, emphasizing that the current working conditions in Berlin's schools are unappealing, which is likely contributing to the ongoing shortage of teaching staff.

A substantial number of teachers highlighted their excessive workloads, citing significant time pressure and the necessity of working on weekends. Martina Regulin, the chairperson of GEW Berlin, noted that teachers are experiencing a blurring of work-life boundaries. Without proper documentation and acknowledgment of their workload, issues such as work intensification, fatigue, and early exits from the profession are expected to escalate.

The increasing burden on teachers is attributed to the growing number of responsibilities being placed on schools. Lydia Puschnerus, a teacher and GEW official, pointed out the considerable responsibilities faced by educators in a city where approximately one-third of students live in poverty. She described the multifaceted roles teachers must play, acting as psychologists, social workers, and sometimes even liaisons with law enforcement.

In light of these challenges, the education administration under School Senator Katharina Günther-Wünsch has been criticized for cutting back on collaborations with external organizations and school social work, a support system that many teachers feel alleviates their workload. Puschnerus emphasized that while these services can be beneficial, they should not come at the expense of teaching positions.

Despite the concerning statistics, 80% of respondents indicated a desire to remain at their current schools. However, Ralf Schäfer, a teacher and GEW member, remarked that many colleagues do not change schools out of a lack of belief that conditions would be any better elsewhere. This highlights the urgent need for the education administration to take action.

The GEW is advocating for additional staffing, including social workers in schools, as well as measures to alleviate the burdens on teachers by delegating certain tasks to IT professionals or school assistants. These initiatives aim to improve the overall working conditions and support teachers in their critical roles.