Education Matters

In this episode of Theory Matters, Dr Pia O’Farrell, Dr Sabrina Fitzsimons and Professor Catherine Furlong of Dublin City University talk to Paul about their latest research Layers of strain: An ecological perspective on teacher burnout in Ireland - https://www.dcu.ie/sites/default/files/inline-files/dcu-create_teacher-burnout-think-tank_summary-report.pdf The research draws on survey data from over one thousand primary and post primary teachers combined with in depth qualitative responses from more than six hundred participants. Teachers were asked directly whether they had experienced work-related burnout and to identify the factors that contributed to it. Burnout was defined as prolonged physical and psychological exhaustion related to work. The findings paint a stark and consistent picture. Teachers reported high to moderate levels of personal and work-related burnout with lower levels of student related burnout. This matters because it shows that exhaustion is not primarily caused by working with children but by the conditions surrounding the work. A central contribution of the research is the use of an ecological framework adapted from Bronfenbrenner. This approach places the teacher at the centre and examines how burnout emerges through interacting layers including the classroom, school relationships with leaders, colleagues and parents, external services, national policy and wider cultural expectations. Burnout is shown to accumulate across these layers rather than originating within the individual. Teachers described intense workload pressures driven by administrative overload, performative documentation, inspections, policy change and curriculum reform. Much of this work takes place outside visible school hours leading to time poverty and erosion of personal life. Many teachers reported not having time to eat drink or take basic breaks during the school day highlighting the embodied nature of stress. Emotional labour also emerged as a major theme. Teachers spoke about the demand to remain calm patient and caring even when depleted. This was intensified by behavioural challenges, lack of support and in some cases concerns about physical safety. Leadership was identified as a powerful factor that can either buffer or intensify burnout. Supportive leadership characterised by trust, clarity, fairness and realistic prioritisation helps protect wellbeing. Importantly the research recognises that school leaders themselves operate under significant pressure and are not immune to burnout. The discussion challenges the widespread reliance on individual wellbeing interventions such as resilience training or mindfulness workshops. While these can be valuable the research shows they are insufficient when used in isolation. Treating burnout as an individual problem risks reinforcing the very systems that cause it. Effective responses must be collective systemic and embedded in how schools and policies operate. The vlogcast also explores what teacher flourishing could look like. A flourishing teacher experiences manageable workload, professional autonomy, supportive relationships, alignment of values and crucially, the ability to recover. Flourishing teachers are essential for flourishing students. Practical steps for school leaders include listening actively to staff, identifying pressure points, reviewing meeting schedules, protecting non-contact time, clarifying priorities and pausing non-essential initiatives. Change must be visible and sustained for trust to grow. The researchers argue strongly that teacher burnout is not a personal weakness. It is recognised internationally as an occupational phenomenon arising from prolonged unmanaged stress. Addressing it requires shared responsibility across education health and social systems. Executive Summary - https://www.dcu.ie/sites/default/files/inline-files/dcu-create_teacher-burnout-think-tank_summary-report.pdf