Occupational stress in teachers in Ireland as Covid-19 pandemic persisted

Abstract

BackgroundPre pandemic stress among teachers was high. Teacher stress and burnout intensified in the early stages of the pandemic with potentially critical consequences for teacher wellbeing, staff retention and ultimately educational quality and student attainment. The enduring impact of this early pandemic stress has not been established. AimTo establish levels of teacher stress and burnout in later pandemic phases with return to full in person teaching. MethodsThis follow-up study examines occupational stress levels during later stages of Covid-19 amongst a national sample of 442 teachers in Ireland using a 72 item Study Specific Questionnaire, incorporating the Copenhagen Burnout Inventory, as the main outcome measure. ResultsBurnout (BO) scores across all domains; work, personal and student-related increased from 2020/21 to 2022/23, with 17 % meeting criteria for High/Severe levels of BO. Almost half of the sample, 43 %, reported High/Severe levels of personal BO and 33 % High/Severe work-related BO. Variables associated with higher stress levels included not feeling valued in the job, an intention to change job, low work ability compared to lifetime best, and presenteeism. A decrease in job satisfaction since Covid-19 onset was reported for 70 % (n = 309 participants). ConclusionThe increasing levels of stress evident as the pandemic continued together with the reported lack of organisational stress training or stress reduction activities is of particular concern. The further depletion of job satisfaction rising to 70 % for participants paints a bleak picture of professional wellbeing, and heightens the risks of escalating teacher burnout and poorer educational quality.