HYGIENIC ASSESSMENT OF LESSON TIMETABLES AND BREAK SCHEDULES OF UPPER-GRADE TEACHERS IN A GENERAL EDUCATION SCHOOL: A DESCRIPTIVE DOCUMENT-BASED STUDY
Keywords:
Occupational health; workload; fatigue; rest; occupational stress; Uzbekistan.Abstract
Background: The lesson timetable determines the density of a teacher's working day and the opportunities for recovery between lessons, yet it has rarely been assessed from the teacher's perspective.
Aim: To conduct a preliminary hygienic assessment of the lesson timetable and bell schedule of General Education School No. 150 (Yunusabad District, Tashkent, Uzbekistan) from the teacher's perspective.
Methods: A descriptive cross-sectional document-based study was performed. Individual timetables of four teachers (biology, English [n = 2] and physical education) for 28 September–4 October 2026, the bell schedules of both shifts and the requirements of Sanitary Rules and Norms (SanPiN) No. 0341-16 as amended in 2022 were analysed using time calculations from bell-schedule time stamps and comparison with regulatory requirements.
Results: Assuming all seven periods were filled, total lesson time was 315 min in the first shift (08:00–13:50) and 285 min in the second shift (12:15–17:35), accounting for 90.0% and 89.1% of the total teaching interval (350 and 320 min), respectively. Total inter-lesson time was 35 min in each shift (mean 5.8 min per interval), including 5-min intervals, which corresponds to 50% of the minimum derived from the sanitary requirements (70 min).
Conclusion: The bell schedule provides about half of the normative minimum break time, indicating limited opportunities for short-term recovery of teachers during the school day. Chronometry of actual breaks, analysis of class timetables and individual workload, and assessment of teachers' functional state are needed.
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