As the retention of teachers becomes more critical, the importance of teachers’ work contexts is of growing significance. So far the benefits of reducing the workload associated with marking and planning have been well supported. However, the complexity of teachers’ timetables remains an under-explored, yet policy friendly consideration. This complexity may impact levels of marking and preparation, in addition to the quality of teachers’ professional relationships, which have been shown to lead to burnout and an intention to move schools, or to leave teaching.
