In the latest in our Workload Around the World series we head to Kenya to hear from a school leader about a raft of changes he has introduced to promote a healthy work-life balance for staff - including a work-from-home day each term.
He also discusses his own workload and explains that committees in the school have been given strong autonomy to try to resolve issues early, so that problems do not always have to be escalated upwards.
1. What is workload like for teachers in your school?
At our school we aim to balance workload to support teaching excellence and staff wellbeing.
As such, while local regulations permit up to 31 teaching hours per week, we have capped teaching loads at a maximum of 24 hours. This allows time for lesson preparation, professional development, team meetings and co-curricular support.
Teachers with full loads are also not assigned to extracurricular clubs or cover lessons.
Meanwhile, those in leadership roles - such as heads of department, academic coordinators or professional development programme leaders - have reduced loads of up to 18 hours so they can support mentoring, classroom observation and departmental leadership.
2. How do you engage with teachers to understand workload concerns and implement changes?
We maintain multiple levels of engagement to ensure that staff input is both heard and acted upon.
These include weekly meetings across all key areas: senior leadership team, early years, primary and secondary stages, along with department and school committee meetings. So we hope there are ample opportunities for staff to raise any issues.
We also uphold a strong open-door policy, and our HR partner remains accessible to all staff.
3. Have you implemented any specific policies or initiatives to reduce workload?
Over the past few years several initiatives have been introduced, including:
Online Fridays: Once per term teachers have the flexibility to work remotely, which reduces commuting and allows them to enjoy a change of environment, offering a valuable mental reset with the feel of a longer weekend.
Beyond reducing workload, teachers’ online day also plays an important educational role: it equips students with essential digital skills because they have to engage in interactive virtual classrooms and remote teamwork. Students are also learning about cyber safety and digital ethics.
These experiences prepare them for future academic and professional environments, including higher education and remote work.
Use of digital learning platforms: In primary, dedicated lessons on platforms such as Mathletics and Reading Eggs allow students to engage with relevant, differentiated content independently. These sessions are often supervised by a teacher assistant, librarian or ICT teacher, allowing primary teachers time to focus on planning or other professional responsibilities.
Access to curated resources: Our early years section, accredited as a Cambridge Early Years Centre, offers high-quality materials that reduce planning time and boost lesson effectiveness, transforming preparation into a more engaging process.
These changes are designed not only to reduce pressure but also to promote joy and creativity in teaching.
4. Do you look at teachers’ extracurricular workload, too?
Most co-curricular activities are led by outsourced professionals. When teachers do run clubs, they are either compensated with reduced teaching loads or supported by assistants.
Those without club responsibilities assist visiting coaches or engage in lighter support roles. Educational trips are integrated into academic time and are culturally valued by both students and teachers.
Major activities such as Model United Nations and The Duke of Edinburgh’s International Award are carefully scheduled to maintain workload balance while encouraging staff participation
5. Are there cultural differences in your country that influence workload management?
In Kenya there is often a cultural tendency to equate longer hours with a stronger work ethic. To counteract this, we’ve implemented policies that prioritise health and balance:
- The school day officially ends at 3.30pm, with a policy ensuring that all staff leave school by 4.30pm.
- Teachers benefit from approximately 70 days of breaks annually, including term breaks and public holidays.
- Each morning begins with DEAR time (Drop Everything And Read) from 7.30am to 8am, allowing both teachers and students to start the day calmly and mentally prepare.
6. Have you done anything to improve your own workload?
I start my day at 5am, dedicating an hour to personal growth: running 5km and reading. This habit is also shaped by - it keeps me focused and energised. My annual goals include two half-marathons and 60 books, which I achieved last year.
At school I’ve delegated day-to-day operations to empowered SLT and department teams, allowing me to concentrate on strategic development. Strong collaboration across committees ensures that many issues are resolved before escalation, significantly lightening my workload.
7. If you could introduce one major reform to improve staff workload management, what would it be and why?
I would advocate for restructuring schools around collaborative teacher networks by grade level or subject group. This would enable shared planning, coordinated assessments and equitable distribution of responsibilities.
Cross-subject integration could reduce duplication and enhance efficiency, while improving the overall learning experience.
Peer-led sharing of best practices would reduce isolation and build a culture of trust. In such an environment, small wins would be celebrated collectively, boosting motivation, reducing stress and fostering a shared sense of purpose.
Ildar Iliazov is the principal of Light International School Mombasa in Kenya
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