Why is the Turnover Rate High for School Teachers? Analyzing the Structure of “Boundless Duties,” “Club Activity Burden,” and “Diverse Parental Demands”

School teachers are the core personnel supporting Japan’s education system, but in recent years, the high turnover rate due driven by long working hours and heavy mental pressure has become a serious social issue. The main factors are extended working hours that often exceed the karōshi (death by overwork) line, due to club activity instruction and huge amounts of administrative and miscellaneous tasks, as well as the mental exhaustion caused by diverse and increasing demands from parents and society. The high public nature of compulsory education creates a structure where the scope of duties is vast and tends to expand endlessly, eroding the teachers’ mental and physical health.

This article provides a detailed explanation of the factors leading to the high turnover rate in this profession, examining them from four perspectives: working conditions, compensation/benefits, workload, and career development.

Turnover Rates in the Education and Learning Support Industry (Reference Data)

The turnover rate for the Education and Learning Support Industry, which includes school teachers, remains higher than the all-industry average. Notably, the number of staff taking leave due to mental health issues is also on the rise.

1. The Issue of Working Hours (Club Activities and Unpaid Overtime)

The unique nature of working hours for school teachers in public compulsory schools, governed by the “Act on Special Measures concerning the Salaries of Educational Personnel in Public Schools” (Kyūtoku-hō), normalizes long working hours.

Boundless Long Working Hours:

• Burden of Club Activity Instruction (Bukatsu): Especially in junior high and high schools, club activity instruction after school and on weekends/holidays is effectively mandatory overtime work, drastically reducing rest time.
• Class Preparation/Grading: Tasks other than teaching, such as researching teaching materials, preparing/grading tests, and organizing career guidance materials, are performed outside of working hours, often resulting in unpaid overtime.

Unpaid Overtime Issue (Kyūtoku-hō):**

• Public school teachers generally do not receive overtime pay under the Kyūtoku-hō. Instead, they receive a Teaching Adjustment Allowance equivalent to 4% of their monthly salary. This system serves as the basis for not paying overtime wages, fueling long working hours.

Intensity of Event Work:

• Planning, preparation, and chaperoning duties for large events like sports days, cultural festivals, and school trips are carried out in parallel with regular teaching duties.

2. The Issue of Compensation and Benefits (Wages Not Commensurate with Workload)

Many feel that the compensation they receive does not match the heavy responsibility, expertise, and harsh long working hours.

Effectively Low Wages:

• Reduced Effective Hourly Wage due to Kyūtoku-hō: As mentioned, since overtime is not paid, the more hours worked, the lower the effective hourly wage, creating a severe mismatch with the workload.
• Constraints of Civil Servant Salary System: For public schools, salaries are determined according to the overall civil servant pay structure, leading to a feeling that individual effort and achievement are not easily reflected in compensation.

Difficulty Taking Time Off:

• Responsibility for Class/Club: The responsibility for class management and club instruction creates an atmosphere where teachers are reluctant to request paid leave or sick leave.

3. Workload and Mental Stress (High Emotional Labor and Extensive Miscellaneous Tasks)

The increase in duties beyond instruction (miscellaneous tasks, student guidance, parental correspondence) puts severe pressure on teachers’ core responsibilities.

Mental and Emotional Stress:

• Complex Student Guidance: The burden of specialized individual guidance—dealing with bullying, school refusal (FUTŌKŌ), and providing support for students with developmental disorders—is immense.
• Stress from Parent Communication: Diversification of educational views and values has led to an increase in parental complaints, excessive demands, and interference with educational policies, causing significant mental strain.
• Pressure of “Vocation” Image: Teachers are constantly expected to be social role models, creating immense ethical pressure where failure is not tolerated.
• Volume of Miscellaneous Tasks: Administrative tasks (creating class rosters, collecting fees, preparing meeting materials, etc.) are diverse and extensive, making it difficult for teachers to focus on their core educational duties.

4. Issues with Career Development and Training Systems

Being too busy to dedicate time to self-improvement means that teachers often find it difficult to improve their instructional skills or envision career prospects.

Insufficient OJT (On-the-Job Training):

• In schools with insufficient guidance systems (like mentor systems) for new teachers, they are suddenly thrust into a busy environment, leading to feelings of isolation and anxiety.

Loss of Training Opportunities Due to Workload:

• The excessive workload makes it difficult to secure time for specialized training and self-improvement, hindering the development of instructional skills and the acquisition of the latest educational methods.

Complex Interpersonal Relations:

• Insular workplace environments, differences in instructional approaches among teachers, and a lingering seniority system can lead to stress and reduced motivation.

Feeling of Limited Career Progression:

• The path to management (vice principal/principal) is narrow, leading to a feeling that the future prospect of working until retirement as a frontline teacher is bleak.

The Structure of the Vicious Cycle

The school teaching profession is caught in an extremely serious vicious cycle: “Normalization of unpaid overtime due to Kyūtoku-hō → Long working hours due to club activities and miscellaneous tasks → Mental and physical exhaustion and mental illness → Experienced teachers take leave/quit → The remaining teachers have a concentrated workload, and working conditions further deteriorate.” Crucially, the strong sense of mission (“for the students’ sake”) often leads teachers to sacrifice their own health, which is a factor accelerating turnover.