The article presents the results of a study dedicated to examining the teacher workload in Russia and abroad with the aim of identifying conditions for optimizing this process. As part of the research conducted at Moscow City University of Pedagogy (MGPU), a webinar was held, featuring experts who address the issues of optimizing the distribution of teacher workloads in Russia and foreign countries, as well as school administrators and educational staff. Webinar participants were invited to complete an anonymous survey, with questions related to various aspects of teacher workload (number of lesson hours, volume of administrative work, participation in methodological and educational activities), as well as opportunities for further training and professional development, and the impact of these factors on the quality of teaching and the psychological well-being of educators. Experts presented the results of their analysis of approaches to defining the concept of “teacher workload” across different countries, depending on factors such as the structure and definition of workload, cultural and social contexts, funding and resources, levels of teacher training and opportunities for professional development, and the use of technology. The webinar served as an important platform for professional exchange of views, allowing for the identification of priority areas for further research and practical changes not only in the Russian education system but also abroad. The review of the experience gained enabled the identification of quantitative, qualitative, organizational, technological, and psychological conditions for optimizing the teacher workload.