The Role of Flexible Work Arrangements in Mitigating Teacher Burnout Caused by Heavy Workloads in Urban Schools

Abstract

Teacher burnout is a critical issue in urban schools across the United Kingdom, driven by heavy workloads, resource constraints, and escalating pressures to achieve measurable academic outcomes. This paper explores the potential of flexible work arrangements (FWAs) as a solution to mitigate teacher burnout while fostering a more sustainable teaching environment. FWAs, including part-time roles, job-sharing, remote work, and flexible timetabling, are examined in detail, focusing on their benefits for teacher well-being, job satisfaction, retention, and student outcomes. Additionally, the paper delves into the challenges of implementing FWAs in urban schools, such as timetable constraints, resource limitations, equity concerns, and cultural resistance, and proposes actionable strategies for successful integration. By addressing systemic barriers and embracing flexibility, this paper argues that FWAs can transform urban education, creating healthier, more resilient school ecosystems.