In a recent survey, teachers in Singapore reported higher stress levels than the global average. The study, carried out by the Singapore Teachers’ Union and the Global Education Forum, asked over 5 000 educators to rate their workload, workload balance, and overall mental wellbeing.
The findings were clear: nearly 70 % of Singapore teachers said they feel under constant pressure. That number is almost 15 % higher than the worldwide average of 55 %. How do we explain the jump in stress among Singapore’s educators?
A handful of factors stand out. Singapore’s education system is known for its high expectations, rigorous curricula, and a heavy emphasis on exam performance. Teachers juggle core lessons, extra‑curricular tutoring, and parent meetings. “The workload is relentless,” said Ms. Lee, a secondary school teacher with 12 years of experience. “We’re often pulled in multiple directions, and time is never enough.”
Digital learning, accelerated by the COVID‑19 pandemic, added another layer of complexity. Many teachers had to adapt lesson plans online, coordinate with parents who were suddenly more involved, and now manage back‑to‑school in a hybrid mode. “The shift to blended learning brought new demands. It’s not just more hours; it’s a different kind of work,” Ms. Lee added.
The survey also shed light on the support system—or lack thereof. About 60 % of teachers said they have no formal programme in place at their school to address burnout or mental health. Teachers reported feeling isolated and unsure about where to turn. “Support is often informal and varies from school to school,” said Mr. Tan, a school principal. “We need national policies that guarantee professional development and wellbeing resources.”
What does this mean for students and parents? A stressed teacher can lead to a less engaging classroom, higher absenteeism, and lower student achievement. The Singaporean government has announced plans to ramp up teacher wellbeing programmes, including mandatory rest days and counseling services. Education ministries worldwide are taking note, and the survey highlights the importance of teacher resilience for quality education.
In short, Singapore’s teachers are feeling the heat. Their voices call for clearer support and a realistic workload. Only by turning teacher stress into a national priority can Singapore maintain its reputation as a top‑ranking education system.
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