Of course this is not how it should be, but I would be surprised if teachers disagreed with this.
This situation is highly inefficient, resulting in the ramifications cited in the responses.
16% stated that it would send a very negative message, with 22% stating that it wouldn’t send a negative message.
The question’s primary purpose was to raise teachers’ and other educators’ awareness of parents’ perception of the school in regards to homework setting.
Q8 The final question was designed to investigate two contexts: whether an educator would be willing to adjust their homework policy having identified negative aspects of its current use; and whether it is true that schools are becoming more reluctant to take on new technology because of the enormous influx of Edtech companies advertising themselves to schools and teachers.
Conclusions and recommendations Whilst the survey didn’t explicitly ask respondents to state whether or not they believed overloading was an issue in their school (because they have no way of knowing anyway), a distorted perception of the amount of homework given by educators versus the actual amount being given can be deduced from the survey’s results, and certainly something that needs to be addressed, given the consequences of overloading.Teachers need a tool that can tell them how much work they already have before they set another task, and take the guessing game out of it.This scenario raises another very relevant question: how many teachers would be aware of what constitutes an appropriate amount of homework per night for a student of this age?The disparity is certainly understandable because teachers are effectively working in silos in terms of homework communication, and set tasks based on their own instincts.A possible explanation is as follows: when a teacher sets a task, it is hard for him or her to imagine that their students already have 1 ½ – 2 hours work to do on the same night.The rationale is that schools pride themselves on promoting organisation, and certainly encourage students to become very good at it, and yet potentially drop the ball when it comes to transmitting an organised homework policy.Further questions could explore what led 22% of the respondents to suggest that it had no adverse effect on a school’s perception in the community.This suggests a disparity between what teachers and school leaders believe is an appropriate amount, and how much is actually being given.Answers to this question could be separated into four key themes: ability to cope, motivation, time, and performance.Q7 was designed to validate anecdotal evidence suggesting a possible reason for dissatisfaction with schedules was due to teachers having to set meaningless tasks to either keep up appearances or for fear of missing a designated slot. There is a possibility however that the question itself threw respondents off, as so few people answered this at all.Again, more questioning would be needed to ascertain the cause of dissatisfaction, but another anecdotal reason could include the inflexibility that accompanies a schedule, which leads to tasks not being set in real time.