In many schools, teachers are stretched thin. They juggle heavy teaching loads, administrative duties, endless marking, co-curricular commitments, and supervision duties. The result is that planning often gets squeezed into late evenings or weekends, while genuine breaks become a luxury. Yet, effective teaching depends on both adequate planning and moments of rest. For teachers to thrive, school leaders must deliberately create structures that protect their time and resources.
One of the simplest ways to free up teacher time is by reducing unnecessary paperwork. Many schools require teachers to submit lesson plans, progress reports and endless records, often in duplicate. Leaders should review these systems and cut out redundancies. For example, one comprehensive digital record can replace multiple paper files. Where possible, clerical tasks such as data entry, filing, and compiling registers should be assigned to administrative staff rather than teachers. By doing so, teachers can redirect energy to lesson preparation and student support.
The school timetable is a powerful tool in protecting teacher time. A well-structured timetable ensures that teachers have built-in planning periods during the school day. Too often, timetables are designed to maximise classroom coverage without considering the teacher’s workload. Leaders should avoid scheduling long stretches of back-to-back lessons, as this leaves teachers drained and unable to prepare adequately for the next class. Furthermore, supervision and duty rosters must be rotated relatively so that the same teachers are not burdened with constant responsibilities outside teaching.
Teachers save time when they work together rather than in isolation. School leaders can facilitate subject or grade-level teams to meet weekly or biweekly for joint planning. In such sessions, teachers can share ideas, lesson resources, and strategies, rather than each teacher reinventing the wheel. Establishing a central repository of shared materials, such as schemes of work, lesson notes, assessments, and rubrics, also helps. Over time, this bank of resources grows into a powerful planning tool that reduces preparation stress for everyone.
Technology, when used well, is a time-saver. Assessment tools such as Google Forms, Kahoot!, and Quizizz can automate grading and provide students with instant feedback, drastically reducing marking time. Learning management systems, such as Google Classroom or Microsoft Teams, enable teachers to post assignments, share materials, and communicate with students without the need for constant paperwork. Leaders should invest not only in digital tools but also in training teachers to use them effectively. Even simple shifts, such as adopting AI tools to generate draft lesson outlines or feedback rubrics, can give teachers precious hours back each week.
Teachers often end up doing tasks that others could easily handle. School leaders can assign routine classroom duties such as taking attendance, distributing materials, or collecting assignments to teaching assistants or student leaders. Peer tutors can also support in reviewing work, facilitating discussions or mentoring younger learners. When non-teaching tasks are distributed fairly across the school community, teachers regain focus and time for the core business of instruction and planning.
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Few things frustrate teachers more than endless, unproductive meetings. Leaders should make staff meetings purposeful, time-bound, and as infrequent as possible. Updates and notices can be shared via memos, emails, or digital platforms rather than consuming valuable after-hours time. Some schools have adopted “meeting-free days” once a week or once a month, allowing teachers to use that time for marking, planning, or rest. By respecting teacher time, leaders not only improve efficiency but also foster a sense of morale.
Breaks are not a luxury; they are a necessity for mental health and productivity. Leaders should ensure that duty rosters guarantee every teacher has at least one genuine break during the day. The staffroom should be a restful space, not an extension of the classroom where teachers continue working under pressure. Simple gestures, such as ensuring the staffroom is clean, comfortable, and stocked with tea, show teachers that their well-being matters. When teachers step back, even briefly, they return to class refreshed and more effective.
Finally, leaders must advocate for teachers both within and outside the school. This includes lobbying for reasonable curriculum coverage timelines and resisting the pressure to overload teachers with extracurricular activities. Fair distribution of teaching loads is critical; no teacher should consistently carry the heaviest burden. Leaders also model balance by respecting their own breaks and setting boundaries. When teachers see leaders prioritising planning and rest, they are encouraged to do the same.
Teaching is one of the most demanding professions, requiring both intellectual preparation and emotional investment. Without time to plan and space to rest, teachers cannot give their best to learners. School leaders hold the key to changing this reality. By streamlining administrative work, designing smarter timetables, encouraging collaboration, leveraging technology, reducing meetings, delegating roles, protecting breaks and leading by example, they can create schools where teachers are supported to flourish.
Ultimately, when teachers are well-prepared and well-rested, students benefit. And that is the accurate measure of effective school leadership.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-County and serves as Dean of Studies.
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