The authors, drawing on an analysis of quality of life at work among teachers, point to the existence of two parallel education systems. The formal system, based on legal structures and public resources, demonstrated striking inefficiency during the pandemic. The informal system, in turn, is grassroots in nature and relies on the individual resources of education workers. By compensating for the shortcomings of the formal system through the draining of these resources, it contributes to the low quality of life at work among teachers. The parasitic relationship between the two systems raises questions about the sustainability of the entire arrangement. The empirical material for this study comprises 57 diaries and four interviews with teachers conducted during the COVID-19 pandemic. The analysis is based on the category of “quality of life at work,”which encompasses general well-being, health, social relations, material well-being, a sense of security, the impact of work on other forms of activity, and the impact of work on community functioning.
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