Earlier quoted context omitted.
Like most things, there's a gaping chasm of variance between teachers that are phoning it in and teachers that want to engage their students in learning. I know a teacher who leaves for work at 6:30am, gets home after 5:30pm most nights, cooks dinner for the family, and spends the rest of her evening marking work and preparing lesson plans for the next few days. Then there's preparing reports, which is like a 6-week…
When you say preparing lesson plans, is that like printing out worksheets or is it literally planning out what the lesson is going to be? I'm not a teacher so am obviously missing context, but I don't understand how this part isn't standardised for every teacher following the same curriculum. It would be like asking each individual teacher to write a new textbook every year.
This is quite an appropriate way of putting it. It is like that, but there's no real specification as to the quality and length of said text book.
Some teachers create a textbook of stick figure drawings. Others create a textbook of coherent progressive storylines that build on each other using a logical set of figures and well-labelled diagrams that explain the concepts and outcomes that cater to different learning styles.
Now I'm getting out of my depth a bit, as I don't pay a huge amount of attention to the detail of her work, but I believe there is (much?) more opportunity for re-use of materials from one year to the next, thus minimising custom work. But I also believe that she prefers to do it all "custom" for her own (perfectionist? obsessive?) reasons.