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Consequences of Time Poverty Due to Work Intensification: Lived Experiences of High School Teachers

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Title: Consequences of Time Poverty Due to Work Intensification: Lived Experiences of High School Teachers
Language: English
Authors: John Manning, Lisa Reason
Source: Journal of Organizational and Educational Leadership. 2026 11(2).
Availability: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Peer Reviewed: Y
Page Count: 39
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Teachers, Public School Teachers, Suburban Schools, Faculty Workload, Teaching Conditions, Time, Teaching Experience, Teacher Attitudes, Teacher Role, Teacher Responsibility, Teacher Administrator Relationship
ISSN: 2380-0860
Abstract: This qualitative study sought to explore teachers' lived experiences with work intensification in a public high school. Apple's teacher work intensification thesis was used as a framework to evaluate how organizational conditions, time poverty, and job demands contribute to increasing complexity in teachers' work as well as how they mediate their own responses to it. The research explored the lived experiences of 10 public high school teachers as they managed their perceived feelings of time poverty alongside increasing job demands. Data was collected through interviews, reflective journals, and a qualitative survey. Analysis strategies included in vivo coding, horizontalization, triangulation, and memoing. Member-checking and peer debriefing were done to verify the accuracy of the data and interpretations made from them. Four themes were identified from the results: organizational pressures exacerbate feelings of time poverty, goal conflict affects teachers' professional identity, job demand complexity reduces the quality of teachers' work, and commitment to students drives resilience despite time poverty. The results support prior research showing that changes in the amount and complexity of teachers' work can exacerbate their feelings of time poverty and lead to negative job outcomes. Recommendations for school leadership were made with the intention of addressing organizational conditions that may lead to these negative job outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508117
Database: ERIC
FullText Text:
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  Data: Consequences of Time Poverty Due to Work Intensification: Lived Experiences of High School Teachers
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  Data: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: This qualitative study sought to explore teachers' lived experiences with work intensification in a public high school. Apple's teacher work intensification thesis was used as a framework to evaluate how organizational conditions, time poverty, and job demands contribute to increasing complexity in teachers' work as well as how they mediate their own responses to it. The research explored the lived experiences of 10 public high school teachers as they managed their perceived feelings of time poverty alongside increasing job demands. Data was collected through interviews, reflective journals, and a qualitative survey. Analysis strategies included in vivo coding, horizontalization, triangulation, and memoing. Member-checking and peer debriefing were done to verify the accuracy of the data and interpretations made from them. Four themes were identified from the results: organizational pressures exacerbate feelings of time poverty, goal conflict affects teachers' professional identity, job demand complexity reduces the quality of teachers' work, and commitment to students drives resilience despite time poverty. The results support prior research showing that changes in the amount and complexity of teachers' work can exacerbate their feelings of time poverty and lead to negative job outcomes. Recommendations for school leadership were made with the intention of addressing organizational conditions that may lead to these negative job outcomes.
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      – Text: English
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Suburban Schools
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Time
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