Dutch primary school teachers dedicate an average of 6 to 8 hours per week to administrative tasks, including reports, development plans, and student files, according to a recent study by the Algemene Rekenkamer (Netherlands Court of Audit). This is significantly more compared to their counterparts in Belgium and the United Kingdom, who spend just over 4 hours on similar tasks.

The heavy administrative burden leaves teachers with less time for lesson preparation, grading, and communication with parents. The Court of Audit’s report indicates that excessive paperwork is a major factor for teachers considering leaving the profession. Despite the frustration, teachers generally recognize the value of most administrative duties.

The amount of administrative work varies considerably among teachers, influenced by factors such as computer skills and the perceived need for detailed reporting. Part-time teachers tend to spend a larger proportion of their time (16%) on administration compared to full-time teachers (11), potentially due to increased handover requirements. The administrative burden also increases in classes with more students requiring additional support, such as those with concentration problems, learning disabilities, or giftedness.

The Court of Audit suggests that school boards and the Ministry of Education can take steps to alleviate the administrative burden on teachers. School boards can clarify which administrative tasks are essential, while the Ministry can highlight successful strategies for curbing administration. Additionally, new policies should consider their impact on administrative workload.

Outgoing State Secretary for Education Mariëlle Paul is drafting legislation to define the administrative expectations for primary school teachers, expressing concern that teachers are leaving due to unnecessary administrative tasks. Some schools, like the Katholieke Basisschool Laurentius in Breda, are implementing solutions such as providing teachers with administrative days to catch up on paperwork. This school gives teachers ten administrative days per year, allowing teachers dedicated time to write reports, enter test results, and plan lessons.

Teacher Iris van Nunen emphasizes the importance of critical evaluation of administrative tasks, advocating for direct communication with students as a valuable assessment method.