COVID-19 related occupational stress in teachers in Ireland

Abstract

BackgroundSporadic school closures and a shift to online teaching have resulted in significant work changes for teachers in Ireland during the COVID-19 pandemic. Such rapid changes are likely to compound other personal or family stressors resultant from the pandemic. MethodThis study examines occupational stress levels during COVID-19 amongst a national sample of 245 teachers in Ireland using the Copenhagen Burnout Inventory as the main outcome measure. ResultsModerate or high levels of personal burnout was reported by 82% (n = 202) of the sample and 79% (n = 193) reported work burnout. COVID-19 related adverse effects were reported by teachers on physical (43%) and mental health (67%), with deterioration in eating (34%), sleeping (70%) and alcohol use (33%). 100 (42%) participants felt unable to keep safe at work. Low levels of job satisfaction were present (66%), negatively correlating with burnout scores (rs=-0.405, p<.01). 142 (58%) teachers had seriously considered changing jobs in the previous 6–12 months. ConclusionPlans for continued educational access for students must urgently include interventions optimising the occupational environment and resources for teachers. This is necessary to prevent the deleterious impact of personal burnout on teacher wellbeing and to minimise the likelihood of increased staff turnover, early retirement and adverse impacts on teaching quality relating to work burnout.