Teachers should try to refrain from marrying each other. That's the wry conclusion of researchers who have looked in detail at the complexity and volume of demands on teachers at work, and the impact on their family life.

Building the foundations of our future is the report of a national research project exploring the context of women teachers' work in the late 1990s. It was commissioned by the AEU as part of the 1999 women's program, managed on the ground by AEU Women's Officers in each state and territory, and involved a large scale survey as well as focus groups around Australia. Although the main focus of the research was on the experience of women teachers, a smaller sample of male teachers was also included. The report was prepared by Belinda Probert and Kim Whiting of the Centre for Applied Social Research, RMIT University and Peter Ewer of the Union Research Centre on Organisation and Technology, with input from Patsy Segal. The research findings were reported to the Annual Federal Women's Conference in October 1999 and the final report was launched at Federal Conference in January 2000.

The research found that teachers are working an average of 48 hours per week, and principals are averaging 54 hours. For women working extra hours, the main causes were preparation and correction, curriculum development and administration. For women in the principal class, the extra workload came from administration, special responsibilities and preparation.

The three greatest changes affecting work in recent years were reporting and accountability requirements, curriculum changes and issues of student behaviour management.

Almost 37% of teachers claimed some decline in their ability to meet professional standards as a result of these changes. Teachers overwhelmingly experienced at least some increase in workloads, and the vast majority reported increased stress at work.

Not surprisingly, teachers expressed high levels of concern about the impact of their work on their daily family lives. Asked what would help in balancing family and work life, by far the most common response was 'lower workload'.

At the same time, teachers' professional commitment meant that almost all had undertaken professional development in the previous term, of which at least some for nearly everyone was outside school hours.

The most common response in terms of union priorities concerned better conditions, higher salary, reduced workload and advocacy. Other high priorities for women included increased support for special needs students, support for professional development or training and better publicity of teaching and public education.

The researchers note that 'it is disturbing but perhaps understandable' that 18% of women teachers plan to develop their career outside teaching and a further 25% are unsure about their future or have no career plans. With the teacher shortage emerging, employers would be well advised to take serious note of what teachers are saying and address excessive workloads.