I haven't rtft, because the arguments are always the same, but here's my 2 pence:
I have done the job for 15+ years.
I'm in my 30s and one of the oldest staff in my school; in my department of 11 there are only 2 that work full-time and have children of school age or younger, because doing so is nigh on impossible these days. I see my own kids for 1 hour (little one) or 2 hours (big one) each day.
Unlike my younger colleagues, I now refuse to buy equipment (glue, pens, paper(!)) for my school - I used to, but it only made the issues worse.
Unlike my younger colleagues, I refuse to work in school during the holidays - no extra revision classes, no matter what is generally the norm. I do offer after-school revision and lunchtime revision during term-time, but in most cases it was so poorly attended that I didn't see why I should cut down on even more time with my own children during the holidays when most students would just see it as something to do during the holidays, parents would use it for childcare and it would make zero difference to those who should really have attended anyway.
I refuse to work more than 9 hours a day most days, but will occasionally put in an extra 2 hours or so during the weekend to do extra marking - what doesn't get done in that time just doesn't get done.
I have ignored any paperwork I deemed pointless this year. Like 3 different versions of proving I was actually planning my lessons.
My results are in line with the rest of the department. I follow the research on what is effective, and funnily enough, most of the work we are required to do isn't. After-lesson marking, detentions, TAs (and subsequent liaising with them) make zero difference to outcomes. In-lesson marking, practising exam questions, making full use of parents' evenings, lots of praise, building relationships with students and using mark schemes and meaningful homework do make a difference - that is where the energy goes.
My PM this year will not be brilliant and it won't be dreadful. But neither can the school afford to lose me, because I'm bloody good at what I am doing and the kids know that. Experience helps.
But there is a reason I have managed to stay in the job that long. It is doing all of the above.
Am I tired? You bloody bet I am. Because despite trying to achieve a work-life balance, I am performing in front of an often disinterested audience 6 hours a day, trying to force non-academic students through an unsuitable curriculum, keeping them motivated even if they can't achieve their impossibly high target grades while they struggle to spell their own names or my subject.
I am tired, because I got up 3 nights in a row to clean up sick from various family members in the middle of the night and then still perform at the same energy levels the next day. I have also sorted out a psych appointment for an especially struggling student this week, taking hours off my evening to get over the various hurdles put in my way to do so. They hugged me yesterday.
I am tired, because I am ill for at least 1 week every holiday - it's what happens when the body and mind relax after non-stop (ab)use for many weeks at a time. So I moan, occasionally, like everyone else. It's not that difficult to fathom, surely?