Administrative workload and teacher effectiveness: experiences of Grade 8 and 9 teachers in Mopani West Education District secondary schools, South Africa

Administrative workload has become a growing concern in secondary schools, with increasing demands often limiting teachers' ability to focus on teaching and learner support. This study explored the experiences of Grade 8 and 9 teachers regarding the impact of administrative workload on teacher effectiveness in secondary schools within the Mopani West Education District, South Africa. Guided by the Job Demands–Resources (JD-R) Theory. The study adopted a qualitative research approach and employed a phenomenological research design. Data were collected through focus group interviews with purposively and quota-sampled Grade 8 and 9 teachers and analysed using thematic analysis. The findings revealed three interrelated themes: structural challenges affecting teacher effectiveness; administrative workload, curriculum pressure, and reduced teaching effectiveness; and departmental expectations, teacher stress, and occupational strain. Participants reported that overcrowded classrooms, excessive administrative responsibilities, curriculum demands, time constraints, and increasing departmental expectations reduced the time available for lesson preparation, learner support, and meaningful classroom engagement. These challenges contributed to stress, frustration, difficulties in curriculum coverage, and declining teaching effectiveness. Guided by the JD-R Theory, the findings suggest that these challenges constitute significant job demands that frequently exceed the resources available to teachers, thereby negatively affecting their wellbeing and professional performance. The study concludes that administrative workload extends beyond routine paperwork and is closely linked to broader structural and organisational challenges within schools. It recommends that the Department of Basic Education streamline administrative requirements, provide administrative support personnel, address teacher shortages, and improve resource provision to enhance teacher wellbeing and effectiveness. The findings contribute to a deeper understanding of the challenges faced by teachers in rural secondary schools and highlight the need for supportive educational policies and practices.