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Abstract

The transformation of education governance toward data-driven practices has strengthened the strategic role of school operators while increasing administrative complexity, potentially creating an imbalance between workload and available working time. This study aims to assess the alignment between the workload of educational personnel serving as school operators and effective working time using a quantitative descriptive approach. Data were collected through observations of work activities and analysis of administrative documents, with workload calculated and compared to an annual effective working time of 75,000 minutes. The findings show that at the elementary school level, workload remains within capacity; at the junior high school level, it begins to exceed capacity; and at the senior high school level, it significantly surpasses the capacity of a single operator. These results indicate variations in workload across educational levels due to differences in administrative complexity. The study contributes empirically to workload evaluation and provides an analytical basis for more proportional staffing to support effective and sustainable education governance.

Keywords

workload analysis; educational personnel; school operator;

Article Details

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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