Teacher attributions of workload increase in public sector schools: Reflections on change and policy development

This article presents data drawn from a large survey of Australian public-school teachers’ work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. The findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of “slow democracy” in education policy.