Optimizing Teacher Workload and Enhancing Educational Quality in Ecuador: Assessment of the “Time to Be a Teacher” Strategy
DOI:
https://doi.org/10.64747/hytwem71Keywords:
teacher workload, class planning, educational policy, time optimization, public educationAbstract
This article analyzes the “Time to Be a Teacher” Strategy, issued by the Ministry of Education of Ecuador in August 2025, as a response to the workload overload faced by public school teachers. Using a mixed-methods approach, the research identified that non-instructional activities exceed the legally assigned time by over 30%, generating adverse effects on teacher well-being and the quality of educational processes. Through document analysis, surveys of 9,957 teachers, and focus groups held across the nine national education zones, four strategic action areas were defined: accompaniment, curriculum and pedagogy, assessment, and shared responsibility. This article critically examines the legal foundations, empirical findings, and proposed actions of the Strategy, evaluating its scope, relevance, and feasibility. Results show that the Strategy could reduce weekly workload by up to 6 hours and 32 minutes, allowing for greater focus on teaching, pedagogical innovation, and professional development. If fully implemented, this public policy represents a significant step toward a more sustainable and student-centered education system in Ecuador.
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Copyright (c) 2025 Priscila Solange Morán Ayala, Sonia Annabel Valencia Murillo, Miguel Enrique Peñaherrera Alvarado, Byron Stalin Alcívar Torres, Yecenia Maria Ramirez Medina (Autor/a)
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