What Do Teachers Think About Homework?

Summary of Ömeroğlu & Ozan (2024)

Background & Existing Knowledge
Teachers’ beliefs about homework shape how it’s assigned and how students experience it—yet few studies explore these views in depth.

New Insights from This Study
✔ Teachers use homework mainly for assessment and practice.
✔ Opinions vary by school type, subject, and student goals.
✔ Pressure to assign homework increases in exam-focused environments.

Practical Applications: How Educators Can Use This Research

Homework Purpose Clarity
📌 Align assignments with specific learning objectives.
📌 Avoid homework as busywork or punishment.
📌 Clarify purpose to students and families.

Context Matters
📌 Adjust strategies based on school culture and learner needs.
📌 Recognize that high-stakes contexts influence task design.
📌 Discuss expectations with colleagues to ensure consistency.

Teacher Reflection
📌 Encourage teachers to evaluate effectiveness of assigned homework.
📌 Promote sharing of best practices within departments.
📌 Include student feedback in decision-making.

Conclusion
Teacher beliefs deeply influence homework quality; reflection and dialogue are key to ensuring it supports meaningful learning.

Key Words
teacher beliefs, high school homework, instructional practice, educational policy, student motivation

Reference
Ömeroğlu, A., & Ozan, C. (2024). High School Teachers’ Opinions on Homework. Journal of Qualitative Research in Education, 38, 59–85. https://doi.org/10.14689/enad.38.1874

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). What Do Teachers Think About Homework? Excellent Educator, 2(11), 8.