This paper provides new evidence on the link between primary and secondary teacher workload and wellbeing for five predominately English-speaking education systems (England, Australia, Alberta-Canada, New Zealand, United States). It illustrates how, by ignoring potential non-linearities and measurement error, previous research may have missed key aspects of the workload-wellbeing relationship. We also demonstrate how the time that teachers spend marking is the key driver of workload stress and poor levels of workplace wellbeing across English-speaking countries.

中文翻译：

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什么时候高工作量不利于教师的幸福感？考虑具体教学任务的非线性贡献

本文为五个以英语为母语的教育体系（英格兰、澳大利亚、阿尔伯塔-加拿大、新西兰、美国）中小学和中学教师工作量与幸福感之间的联系提供了新的证据。它说明了，通过忽略潜在的非线性和测量误差，先前的研究可能忽略了工作负载与幸福感关系的关键方面。我们还展示了教师花在批改上的时间是如何导致英语国家的工作量压力和工作场所幸福感不佳的关键驱动因素。