Although a majority of teachers' time is spent directly with the students, the working-time outside the classrooms is of considerable proportions. This latter part of teachers' working-time, the invisible work, has during the last decades increased in Sweden, and probably all around the western societies. Our studies attempts to investigate two parts of work-related time outside the classroom: Off-the-Clock work and Recesses. The overall purpose of these studies is to generate Grounded Theories about teachers work, focusing these invisible parts. The findings indicate that the teachers' feelings of being constantly connected to their work or acting in the public eye have consequences as mental and physical work overload. The generated concepts: 'Mental alertness', 'ruminative thoughts', 'accessibility' and the 'public spheres' invasion' of the back regions in teachers work seem to be the current major affects and concern for the teachers, eventually leading to teamsplitting and symptoms of stress and burnout.