Japan’s Teaching Dilemma: Exhaustion, Excessive Overtime, and Limited Breaks for Educators

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The work increases, the meetings increase. It does not give time to prepare the classes. Although with the labour reform they are told to go home early, they cannot finish the job. Teachers who educate the next generation are fatigued.

Is teaching a sacred profession? or is only the teacher’s vocation being exploited?

According to a survey between May and June 2025 by Minna no Kyōiku Gijutsu (educational techniques for all), a medium web for teachers managed by the Shōgakukan publishing house, more than 80 % of the teachers surveyed (5,412 valid responses) replied that their average working day was more than 10 hours a day.It was discovered that one in four worked more than 12 hours. The average is 11.17 hours,which is a usual overcoming of the legal working day (8 hours a day).

65.6 % of respondents “can barely take breaks.” If we add to this those who “take breaks of less than 15 minutes”, almost 85 % of respondents do not take adequate breaks. Only 1.5 % of the total can take the breaks of 45 minutes or more that establishes the Labor standards Law.

Many commented that “they cannot go to the bathroom” due to the lack of breaks, and some teachers suffer from recurrent cystitis.

More than half is forced to take work home for three days or more every week. many commented that “they cannot concentrate on school, so they have no choice but to take work home” or “cannot finish their work, so they have no other option.” “The amount of work does not stop increasing, but we are encouraged to leave early, which gives rise to us to take a lot of work home. When you become a teacher, you have no choice but to give up happiness,” some said sadly.

In addition, about 90 % work on their days off, and 3,552 respondents work more than three or four days a month on holidays.

How might the cultural expectation of dedication and self-sacrifice contribute to teacher burnout in Japan?

The Reality of Workload for Teachers in Japan

For many,Japan conjures images of serene temples,technological innovation,and a highly-respected education system. However, beneath the surface lies a growing crisis: teacher burnout. The demanding workload, long hours, and limited opportunities for rest are pushing educators to thier limits, impacting both their well-being and the quality of education. This isn’t a new issue, but it’s reaching a critical point, notably impacting ALT (Assistant Language Teacher) positions and newly qualified Japanese teachers.

The core of the problem stems from a deeply ingrained cultural expectation of dedication and self-sacrifice, often manifesting as excessive service (extra duties beyond teaching). this is compounded by systemic issues within the Japanese education system.

Understanding the Contributing Factors

Several key factors contribute to the exhaustion experienced by teachers in Japan:

Excessive Working Hours: Teachers routinely work far beyond the standard 40-hour week. Reports consistently show averages exceeding 60-80 hours, particularly during peak periods like the start and end of the school year, and during undokai (sports days) and cultural festivals.

Non-Teaching Duties: A significant portion of a teacher’s time is consumed by tasks unrelated to actual instruction.These include:

Extensive paperwork and administrative tasks.

Club activities (bukatsu), often requiring after-school commitment several days a week.

school event institution and supervision.

Parent-teacher conferences and communication.

Classroom cleaning – a common practice in many schools.

Limited Planning Time: Despite the heavy workload, teachers often have insufficient dedicated time for lesson planning, grading, and professional growth. This forces them to complete these tasks during evenings and weekends.

Pressure to Achieve: The Japanese education system places a strong emphasis on academic performance and standardized test results. This creates immense pressure on teachers to ensure their students succeed, leading to increased stress and longer working hours.

The Role of the ALT: While offering valuable linguistic and cultural input, ALTs often face unique challenges. These include navigating cultural differences, adapting to unfamiliar teaching styles, and sometimes feeling underutilized or overburdened with administrative tasks. Many report feeling isolated and lacking adequate support.

Lack of Support Staff: Compared to many Western countries,Japanese schools often have limited administrative and support staff,placing a greater burden on teachers.

The Impact on Teacher Well-being and Retention

the consequences of this demanding surroundings are severe:

burnout and Stress: Chronic exhaustion, anxiety, and depression are common among teachers in Japan.

Physical Health Problems: Long hours and stress contribute to physical health issues such as sleep deprivation, headaches, and digestive problems.

Decreased Job Satisfaction: The lack of work-life balance and overwhelming workload lead to decreased job satisfaction and a sense of disillusionment.

High Turnover Rates: Particularly among ALTs, high turnover rates are a significant problem. Many foreign teachers leave Japan after only a year or two due to the unsustainable workload. This impacts school stability and student learning.

Difficulty attracting New Teachers: The negative reputation surrounding the teaching profession in Japan makes it increasingly difficult to attract qualified individuals, especially younger generations.

Case Study: The Saitama Prefecture Teacher Survey (2023)

A 2023 survey conducted by Saitama prefecture revealed alarming statistics:

68% of teachers reported working more then 60 hours per week.

42% reported experiencing symptoms of burnout.

25% considered leaving the teaching profession.

The survey highlighted a significant correlation between workload and mental health issues.

This study underscores the urgent need for systemic change.

Potential Solutions and Ongoing Reforms

While the challenges are significant, there are ongoing efforts to address the teaching dilemma in Japan:

workload Reduction Initiatives: The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has implemented initiatives aimed at reducing teacher workload, such as streamlining administrative tasks and promoting the use of technology.

Increased Support Staff: Some schools are increasing the number of administrative and support staff to alleviate the burden on teachers.

Professional Development Opportunities: Providing teachers with access to high-quality professional development opportunities can enhance their skills and confidence, reducing stress and improving job satisfaction.

Improved ALT Support: Schools are beginning to recognize the need for better support for ALTs, including mentorship programs, cultural sensitivity training, and clear job descriptions.

Promoting Work-Life Balance: Encouraging teachers to prioritize their well-being and take advantage of vacation time is crucial.

Re-evaluating Bukatsu: Some schools are re-evaluating the role of bukatsu and exploring ways to reduce the time commitment required of teachers.

Benefits of Addressing the Issue

Investing in teacher well-being isn’t just a matter of fairness; it’s an investment in the future of Japan’s education system. The benefits of addressing the teaching dilemma include:

* Improved Teacher Morale and Retention: Happier