Burnout Persists in Teachers in Ireland Post-COVID-19: A Qualitative Follow Up Comparative Study

Ellen Ní Chinseallaigh (), Matthew Shipsey, Elisha Minihan, Blanaid Gavin and Fiona McNicholas
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Ellen Ní Chinseallaigh: School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland
Matthew Shipsey: School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland
Elisha Minihan: School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland
Blanaid Gavin: School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland
Fiona McNicholas: School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland

IJERPH, 2025, vol. 22, issue 4, 1-13

Abstract: Teacher burnout, a combination of emotional exhaustion, depersonalization, and diminished personal accomplishment has been increasing, notably during the COVID-19 pandemic. Our 2022 study revealed significant burnout levels, identifying that teachers’ pandemic experiences had adverse “Consequences” that left them feeling “Overburdened”, and “Abandoned”. Although COVID-19 has receded, recent findings indicate that Irish teachers continue to face heightened demands without adequate support. This follow-up comparative study aims to deepen understanding of post-pandemic teacher burnout by using the same questions from the 2022 study to understand and analyse these evolving stressors. A qualitative, comparative approach was employed. Participants ( n = 337) were recruited from various school types across Ireland. A Study Specific Questionnaire (SSQ) with open-ended questions allowed for thematic analysis, comparing responses with 2022 themes to explore continuity and changes in burnout experiences. Thematic analysis revealed four major themes: (1) Administrative Overload—increasing paperwork and curriculum changes; (2) Unrealistic Expectations—pressures from parents, society, and authorities; (3) Lack of Community Support and Empathy—teachers reported a sense of isolation and a need for mutual support; and (4) Inadequate Mental Health and Professional Support—insufficient mental health resources for both educators and students. The study underscores the urgent need for systemic changes to address teacher burnout in Ireland. Recommendations include reducing administrative load, clarifying professional boundaries, fostering empathy within the school community, and expanding mental health services. Addressing these factors is essential for sustaining a resilient educational system in the post-pandemic context.

Keywords: occupational stress; burnout; post COVID; teachers; education; qualitative (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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