Study Urges ‘Teaching Hour Protection Policy’ to Shield Primary Education Quality
Excessive non-professional workload imposed on teachers at government primary schools is negatively affecting education quality, teachers’ mental health, and students’ learning outcomes, according to a new research report. Against this backdrop, the study recommends formulating a long-term “Teaching Hour Protection Policy” to ensure uninterrupted classroom teaching.
Key recommendations include prohibiting data collection or administrative tasks during class hours, appointing office assistants or digital assistants in every school, integrating all official work through a single digital portal, and providing mental health and stress management training for teachers to ensure sustainable education quality and system resilience.
The recommendations were made in a research report titled “Assessment of the Teaching, Learning and Economic Impact of Engaging Government Primary School Teachers in Non-Professional Activities”, conducted by the National Academy for Primary Education (NAPE).
The research findings were presented on Tuesday, February 3, at the auditorium of the Directorate of Primary Education (DPE). Speaking as the chief guest, Primary and Mass Education Adviser Dr Bidhan Ranjan Roy emphasised the need to develop primary schools as autonomous bodies to improve education quality.
The event was chaired by Abu Taher Md Masud Rana, Secretary of the Ministry of Primary and Mass Education. Special guests included Abu Nur Md Shamsuzzaman, Director General of the Directorate of Primary Education, and Farid Ahmed, Director General of the National Academy for Primary Education.
In his address, Dr Bidhan Ranjan Roy pointed out weaknesses in education management and gaps in digitalisation, stating:
“We talk big about management and digitalisation, but there are loopholes everywhere. Crores of taka are spent, yet gaps remain. DPE has a huge system, but in reality, updated data is often unavailable. We are not using modern technology properly. If technology is used appropriately, people’s lives can be made easier and smarter. But we struggle in implementation. That is why we are thinking about how to reduce teachers’ time wastage and increase productivity.”
He further said that to enhance primary education quality, each school must function like an autonomous body.
“Despite many limitations, we have seen many primary schools delivering education very effectively. I myself did not believe this before visiting schools. Teachers may not receive much in monetary terms, but their social status improves where education quality is high, as the community respects them.”
The adviser noted that competent head teachers who work as a team and involve parents can significantly improve school performance. Under the proposed model, the government would provide budgets and inputs, while a third-party academic assessment unit—currently being designed—would monitor student learning outcomes and make policy recommendations to the ministry.
“We want to see what competencies our students acquire after completing Grade Five,” he said, adding that recruitment, transfers, and administrative processes are planned to be decentralised to the district level to reduce teachers’ suffering.
“Our greatest asset is our human resource,” Dr Roy said. “Without ensuring quality education for all and producing skilled, disciplined human capital, progress as a nation is not possible.”
He also mentioned ongoing government initiatives to improve education quality, including increasing contact hours, shifting from multiple shifts to single-shift school operations, and expanding classrooms and teacher numbers.
According to Dr Roy, while the research findings may influence policymakers, the broader objective is to raise awareness among NGOs, education-related institutions, and the general public, creating positive pressure on the government to stop using teachers for tasks unrelated to teaching.
“Socio-economic and political factors are major realities in the education sector. These issues cannot be solved in isolation; they require collective national-level solutions,” he added.
The research identified 37 types of non-professional tasks currently performed by government primary school teachers. Among these, various surveys consume the most time, while school maintenance and home visits take the least. On average, teachers spend around 24 hours per month on non-professional duties.
The study found that increased involvement in non-professional tasks correlates with a decline in student attendance. After completing administrative work, 90 percent of teachers reported being unable to maintain full concentration in the classroom, directly affecting students. Additionally, 87 percent of teachers believe students fail to properly grasp basic concepts, leading to poorer exam results.
A significant proportion of government primary school students come from disadvantaged or lagging backgrounds. Although remedial or special classes are crucial for these learners, 85 percent of teachers said they are unable to conduct such classes due to excessive non-professional workload.
From an economic perspective, the study revealed that approximately BDT 19.66 billion worth of teacher labour is spent annually on administrative tasks. On average, an assistant teacher spends time equivalent to BDT 4,116.11 per month, or BDT 49,394.55 annually, on non-professional work. Nationwide, the total annual cost of non-professional tasks performed by 346,341 assistant teachers amounts to BDT 17.11 billion—an investment in the education sector that does not directly benefit students.
The data also shows that head teachers spend more time on non-professional work than assistant teachers, averaging 27.74 hours per month. Psychologically, among the 219 teachers whose burnout levels could be assessed, 92.69 percent were found to be suffering from late-stage burnout.
DBTech/MSH/MUM/OR
