83% of teachers say workload is leading source of stress

New research shows that teachers across the UK are increasingly working beyond their contracted hours, with workload cited by 83 per cent as the single biggest source of stress in the profession.
 
The Tes Teacher Wellbeing Report 2026, based on responses from more than 1,400 UK school staff, provides a snapshot of how teachers are experiencing their work today. 
 
It shows that despite increasing demands, many teachers remain positive about their role in education. More than half (54%) report moderate to favourable job satisfaction, reflecting the continued sense of purpose many educators feel in their work. However, over half, 57 per cent, describe their wellbeing at work as moderate to negative.
 
The Tes findings also highlight longer term concerns about retention if pressures continue. Six in ten educators, 61 per cent, say they do not currently see themselves staying in the profession long term, while 44 per cent say they do not plan to progress into leadership roles.
 
The research reveals how much the typical teaching week extends beyond contracted hours. Only 3 per cent of respondents say they are able to keep their work within contracted hours, while 45 per cent report regularly working at least nine additional hours each week. A further 18 per cent say they work more than 60 hours in a typical week.
 
Teachers report that this additional time is most commonly spent on lesson planning, marking and creating personalised learning and support plans, core responsibilities rather than optional tasks.
 
“Teachers remain deeply committed to their work and to their students,” said Rod Williams, CEO at Tes. “What this report shows is that workload remains the dominant pressure. If the profession is to be sustainable, teachers need the time, support and clarity to do their jobs well. Reducing unnecessary burden and strengthening practical support around the role will be essential.”
 
Many teachers say that everyday behavioural issues such as talking in class or disengagement are now a regular challenge, with 87 per cent citing low level disruption as their most common classroom issue.
 
Teachers say behaviour challenges can become harder to manage where time and support are limited, reinforcing the importance of consistent policies and leadership support.
 
Teachers overwhelmingly support inclusive education, but many say delivering it effectively requires greater support and resources. While 76 per cent believe their school’s inclusion policies are effective, three quarters say meeting diverse SEND needs in a single classroom is one of the most challenging aspects of their role.
 
Teachers also highlighted the importance of additional support staff and clearer ways of working to help ensure inclusive education can work effectively in practice.