Many South African teachers feel overworked, overwhelmed by administrative tasks and in need of better mental health support, a recent study found.

The project, led by the Research on Socio-Economic Policy Unit at Stellenbosch University (SU), found that 50% of teachers hope to leave the profession in the next 10 years. The primary reason for this is high workloads and administrative burdens.

“Many teachers reported feeling stretched beyond their teaching duties, with heavy paperwork requirements and a lack of mental health support affecting their well-being,” reads a statement issued by SU.

The study’s findings are based on a national survey of more than 1 500 teachers, which was followed up with telephonic interviews with 80 teachers to gain deeper insights into their experiences, challenges and motivations.

“While we don’t expect pre-retirement attrition rates to reach 50%, these findings highlight an urgent need to address teacher burnout and mental health,” says Dr Heleen Hofmeyr, one of the report’s authors.

Administrative burden: A key driver of stress

A striking finding is that 70% of teachers cite administrative duties as their primary source of stress, reducing time available for lesson planning and learner support.

Interviews with teachers further revealed that many feel burdened by excessive paperwork that they perceive as redundant or disconnected from actual teaching needs.

“Interestingly, the survey found that teachers in better-resourced schools reported higher levels of stress compared to their counterparts in no-fee and low-fee schools. Interviews suggest that increased pressure from parents and school management to deliver top results may be a significant contributing factor,” reads the statement.

Mental health and emotional support for teachers and learners 

According to the study, many teachers reported feeling emotionally drained due to their roles extending beyond teaching to include counselling, social work and caregiving.

“Many teachers described feeling overwhelmed by the emotional and social challenges their learners face, such as poverty, violence and neglect. Without access to school psychologists or social workers, teachers are left to manage these issues alone, contributing to stress and mental fatigue.”

Geographic preferences and rural teacher shortages

The study found strong geographic preferences among teachers. Western Cape and Gauteng were the most desirable locations, while rural provinces such as Limpopo and the Eastern Cape are expected to face significant teacher shortages.

Alarmingly, 40% of teachers stated that nothing would convince them to take a job in a rural area.

Interviews confirmed that poor infrastructure, lack of access to resources and limited career development opportunities deter many teachers from considering rural placements.

Policy recommendations to address teacher well-being and retention

To address these challenges, the report makes the following policy recommendations:

1. Expand mental health support for teachers and learners. Schools need counsellors, social workers and mental health professionals to assist teachers and students struggling with emotional and psychological stress.
2. Reduce the administrative burden on teachers. Reviewing administrative requirements and expanding the national teaching assistant programme could free up teachers’ time for teaching.
3. Introduce incentives to attract teachers to rural areas. Given that financial incentives to work in rural schools have recently been discontinued, the most promising incentives to attract teachers to rural areas are likely to be subsidised housing, teaching assistants and community orientation programmes.
4. Equip teachers with remedial teaching strategies. Many teachers feel underprepared to support learners who are struggling academically. Stronger training in remedial education is necessary.
5. Enhance classroom management training. Behavioural issues and large class sizes contribute to teacher stress and job dissatisfaction. Training in classroom discipline and learner engagement strategies should be strengthened in teacher education programmes.

“If we want to ensure quality education in South Africa, we need to invest in teacher well-being, training and support,” says Hofmeyr.

“There is also a clear need to provide in-school psychological support services to learners who face serious challenges at home. Currently, teachers are acting as counsellors, social workers and psychologists, in addition to their role as educators.”

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