Teacher Occupational Wellbeing Research 2025
Key Findings 2024-2025
Teaching is a highly relational and emotionally demanding profession which places teachers at increased risk of stress and burnout. This mixedmethods* study examines burnout among Irish primary and secondary level school teachers, drawing on data from over 1000 participants.
*In this study, a burnout measure (The Copenhagen Burnout Inventory) was used alongside a researcher-designed questionnaire and semi-structured interviews
Key Findings
Teachers reporting moderate to high levels of personal burnout: 86%
Teachers reporting moderate to high level work related burnout: 85%
Teachers reporting mild to moderate level student related burnout: 41%
Teachers reporting workload as a contributor to burnout: 85%
Teachers reporting unrealistic parental expectation as a contributor to burnout: 49%
Teachers reporting the structure of work/organisational issues as a contributor to burnout: 48%
Teachers reporting unrealistic expectations from the school as a contributor to burnout: 40%
Teachers reporting the challenges of working with pupils with Special Education Needs (SEN) as a contributor to burnout: 46%
Teachers reporting broader school culture as contributing to burnout: 36%
Teachers reporting that issues related to classroom management contribute to burnout: 26%
Teachers reporting that physical work conditions or environment are a contributing factor to burnout: 25%
Teachers reporting that lack of collegiality with colleagues is a contributing factor to burnout: 23%
Mental Health of Teaching Staff
Self-Report of Mental Health
Very Poor: 5%, Poor: 23%, Average: 38%, Good: 29%, Excellent: 5%
Impact on Teaching and Learning
17% of teachers who reported poor/very poor mental health also feel that this has negatively influenced their ability to engage in teaching and learning with pupils
21% of teachers indicated a low sense of personal accomplishment
36% participants reported unsupportive school climates, including poor collegiality, poor leadership and lack of access to HR supports
42% of teachers indicated they don't anticipate remaining in the profession long term
The Anatomy of Teacher Burnout in Ireland 2025
Chronosystem
For example, Curricular Change, Policy Churn
Macrosystem
Societal expectations of teachers, workload, job security
Exosystem
Availability and quality of external services
Meso system
Interactions/Relationships with parents, teachers, and pupils
Microsystem
School culture, physical work environment, student needs
Teacher
Lack of recognition, loss of identity, role conflict, mental health
Protective Factors for Teachers
Teachers report that the key factors protecting them from burnout are:
Protective Factors:
Maintaining good physical and mental health
Contributing to the Public Good
Good relationships with Leaders and Colleagues
Sense of Teacher Self-Efficacy
Good relationships with Parents and Pupils
Maintaining Work-Life Boundaries
Teachers report that there are few formal teacher occupational wellbeing supports at school level
PDF Version of the Executive Summary »
This Executive Report has been jointly prepared by the DCU CREATE Educator Occupational Wellbeing Research Team:
Dr Sabrina Fitzsimons, Dr Pia O’Farrell, and Professor Catherine Furlong
DCU Centre for Collaborative Research Across Teacher Education
Institute of Education, Dublin City University
E: create@dcu.ie W: dcu.ie/create