WORKLOAD AND WITHIN DAY CHANGES IN ATTENTION PERFORMANCE AMONG PRIMARY SCHOOL TEACHERS IN TASHKENT

Background: Primary school teaching includes classroom instruction, lesson preparation, marking and electronic reporting. These activities may extend occupational demands beyond scheduled lessons.Objective: To describe reported workload and within day changes in attention performance among primary school teachers in Tashkent.Methods: Aggregate questionnaire, time observation and functional assessment findings were extracted from Nigmatullayeva’s 2025 dissertation. Attention was assessed using Anfimov letter tables before and after teaching. The article reports source means, source reported significance levels and descriptive changes calculated from those means.Results: The dissertation describes total daily work of approximately 9–11 hours. The mean number of reviewed characters fell from 766.2 to 686.7, while total errors increased from 6.1 to 8.2. The productivity coefficient declined from 70.9 to 61.8; the source reported p < 0.01 for these comparisons. In a separately described cardiovascular subset of 136 teachers, mean pulse rose from 70.6 to 78.1 beats per minute.Conclusions: The findings are consistent with accumulating functional fatigue over the teaching day. They support a fuller assessment of total workload and opportunities for recovery, but do not demonstrate causation or intervention efficacy.