How can teachers’ well-being be promoted?

In 2018, the Varkey Foundation conducted the Global Teacher Status Index survey across 35 countries to find out what position teachers hold in societies across the globe. The study measured the publicu2019s perception of teachersu2019 working hours and compared these to actual hours dedicated by teachers, including the time that they spent on activities outside the classroom. In most countries, people underestimate the actual working hours of teachers; in India, teachersu2019 working hours are underestimated by approximately two hours per week. In addition, India was among the six countries showing the largest gap between teachersu2019 perception of their own status compared with that of the public.
At Apni Shala, we tried to understand what this means for our team that works in schools in Mumbai. Apni Shala aims to create education aligned with social emotional learning (SEL) by facilitating weekly sessions with both students and teachers in schools; by designing an inclusive, SEL-integrated curriculum; and through care-centred teaching practices that are informed by studentsu2019 life experiences.Source:- MSN 
During our teamu2019s interactions with them, school teachers reported feeling that their jobs are perceived as being limited to the class or to their instructional hours. This prompted us to conduct an informal survey to understand how the common person views the role of a teacher. The respondents seemed aware of a teacheru2019s role in making knowledge accessible to students and in skilling them, as well as in providing moral guidance. However, there was less awareness of administrative or otherwise unseen responsibilities that teachers have, such as maintaining books or student records, checking student work, conducting parentu2013teacher meetings, and promoting a safe environment for learning. This shows how activities that are not directly related to student learning can be difficult to gauge.
The non-teaching labour that teachers perform is overlooked at a systemic level as wellu2014schools, organisations, and even policymakers have failed to plan adequately for teachersu2019 work time. A study on teacher motivation by STiR Education and Microsoft Research India reports that one of the major challenges faced by public schoolteachers is having to carry out administrative work alongside teaching. According to teachers, administrative work takes time away from lesson planning and building deeper connections with their students.
Another report by STiR Education reveals that schools place emphasis on teachersu2019 administrative functions and equipping them with subject-related skills, but not on building an enabling environment for them; keeping them motivated; and fuelling their sense of autonomy, mastery, and purpose to deliver what is best for the children. 
Our conversations with school principals and teachers have confirmed thisu2014it is assumed that during school hours, teachers must prioritise administrative work, whereas activities such as lesson planning and strategising classroom management are to be done outside of working hours.
Policies at any level are largely driven by data but, to our knowledge, there are few studies that explore the different sorts of non-teaching labour that teachers perform. To build on our understanding of work that teachers do and the different ways in which they spend their time to further studentsu2019 learning, we conducted semi-structured interviews with the teachers at Apni Shala. These are some of our key findings. 
What do you think about this? Please comment.