<p>Teacher workload is a global problem, contributing to stress, burnout and attrition from the teaching profession. While policy responses are starting to tackle this issue, strategies posed in government policies to deal with the workload ‘problem’ are varied and teachers’ views are often sidelined in this deliberation. This article provides a descriptive synthesis of teachers’ views on workload as reported in union surveys conducted across all Australian states over the last decade. We synthesise these reports to reveal what teachers articulate as most necessary to manage workload. Through applying a multi-level approach to addressing job demands, we argue that ‘solutions’ to workload need to be grounded in system-level strategies informed by teacher voice. This shifts analysis from current discourse on teacher ‘wellbeing’, focused primarily at the individual-level, and reframes the workload ‘problem’ as requiring sectoral responses that support the whole profession.</p>