教師工作負擔是影響教師教學的重要因素。相較於OECD主要國家，台灣中小學教師教學週數、天數高於OECD主要國家，但是淨教學時數則低於OECD主要國家。台灣教師除了授課外的工作負擔為何?本研究旨在了解台灣與韓國國民中小學教師工作負擔的現況及差異，探討台灣與韓國教師工作負擔的比較。研究方法為混和式研究法，包含問卷調查法與訪談，以訪談為主，問卷為輔進行研究。研究對象為臺灣與韓國地區國民中小學教育人員，台灣問卷有效樣本共833份，韓國問卷有效樣本共350份。訪談教師台灣國小8位，台灣國中，8位；韓國國小，8位，韓國國中，13位。問卷回收後分別以敘述統計、獨立樣本t考驗方法進行分析。訪談資料經編碼整理後，以三角檢證法結合文獻、文件、訪談資料與問卷資料進行比較以檢驗資料地一致性，以尋找意義。
本研究發現：台灣國中小教師課程教學負擔較韓國國中小教師低。台灣國中小教師生活輔導負擔較韓國國中小教師低。台灣中小學教師在行政事務負擔較韓國中小學教師高。台灣國中小教師於上班時間專業成長負擔較韓國高，專業成長總時數較韓國國中小教師低。根據結論本研究提出建議:提高台灣教師備課時數，鼓勵教師社群共同備課；增加多元實作評量，減少紙筆書面作業；規定師生諮商時數，落實生活輔導工作；妥善規畫學校行事，減少臨時行政事務；減少書面評鑑方式，鼓勵學校自我改進；鼓勵教師社群分享，精進研習成效；建立專業成長機制，鼓勵教師自主學習。

Teachers’ workload is a crucial factor influencing their teaching performance. Compared with teachers in main countries of Organisation for Economic Co-operation and Development, elementary and junior high school teachers in Taiwan have higher teaching weeks and days but lower net teaching hours. What do Taiwanese teachers shoulder outside everyday workload of teaching? This study investigated and compared current workload status and difference between Taiwanese and South Korean elementary and junior high school teachers. The research methods were mixed-methods, which included questionnaire survey, and interviews. Elementary and junior high school teaching faculty in Taiwan and South Korea were recruited as participants. A total of 833 and 350 valid samples were collected from schools in Taiwan and South Korea, respectively. Interview respondents were 8 Taiwanese elementary school teachers, 8 Taiwanese junior high school teachers, 8 South Korean elementary school teachers, and 13 South Korean junior high school teachers. The collected questionnaire data were analyzed using descriptive statistics and independent samples t test. Interview data were encoded and organized; then, triangulation was used in combination with the literature, documents, interview data, and questionnaire data to verify data consistency and determine significance.
The research findings showed that Taiwanese elementary and junior high school teachers experienced lower workload in terms of curriculum teaching and life consultation than their South Korean counterparts did; however, the Taiwanese teachers’ workload in administrative tasks was higher than their South Korean counterparts did. The Taiwanese teachers’ workload in terms of on-the-job professional development was higher, yet their total hours of professional development was lower than those of the South Korean teachers. According to the findings of this study, the following suggestions were proposed. (a) Taiwanese teachers’ lesson preparation hours should be increased and teacher professional learning community should prepare lessons jointly. (b) Performance evaluation should be diversified to reduce paper-based assignments. (c) Teacher-student consultation hours should be stipulated to implement life consultation. (d) Administrative tasks of school should be planned properly to minimize unplanned administrative tasks. (e) Written assessment should be reduced and schools should be encouraged to make improvements spontaneously. (f) Teacher professional learning community should share knowledge and enhance training effectiveness. (g) Professional development systems should be established to encourage spontaneous learning of teachers.

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