In order to keep a sustainable competitiveness needed for a knowledge based society and the national growth, nowadays the importance of human resources and people's competence are being emphasized in school settings. Teachers tend to be regarded as one of the most important agents for education, largely responsible for in helping all children acquire the increasingly complex knowledge and various skills that they need to navigate in a real world. But the excessive burden concerning administrative matters has prevented most of teachers from having the educational accountability done properly. So educational policy makers have developed high agendas searching for some possible solutions to deal with critical issues of reducing teachers' burden of administrative tasks and improving teaching skills. In this paper, we conducted a qualitative study of three schools to which The Ministry of Education, Science and Technology(MEST) Models of Reducing Teachers' Administrative Tasks were applied in 2010. Using a qualitative method mainly drawing on data from a series of interviews with teaching staff members including 6 head teachers and a chief administrative officer, major factors hindering teachers' professional development were identified; the excessive volume of official documents, ambiguous educational policy directions, and multifaceted teachers' work were pinpointed. For a concluding note, four major ideas that need to be implemented not only to reduce the teacher's burden but also to improve the quality of teaching activities were suggested; namely, the establishment of the national professional standards for teachers, the use of administrative assistants, the formation of a special team for administration work, and the reinforcement of professional roles in educational office focusing on school support.