ArticleInternational journal of educational research open2022
Examining COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach.
Article in International journal of educational research open, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 26 citations in OpenAlex.
- The Aesthetics of Disillusionment: Teachers' Narratives of "Disillusioned Transformation".Behavioral sciences (Basel, Switzerland) · 2025Article
- Burnout Persists in Teachers in Ireland Post-COVID-19: A Qualitative Follow Up Comparative Study.International journal of environmental research and public health · 2025Article
- 'We're Not in a Place Where We Can Thrive Yet': A Qualitative Exploration of Systems of Health Promotion in Primary Schools in the Aftermath of the COVID-19 Pandemic.Child: care, health and development · 2025Article
- The influence of work-life balance on teacher performance in Zhengzhou, China.Frontiers in psychology · 2025Article
- Teachers' post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource.Frontiers in psychology · 2023Article
- The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development.Frontiers in public health · 2023Article
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The teaching profession was dramatically affected by COVID-19 with school closures and ultimately the move to online learning. COVID-19 brought additional stress to an already demanding profession with the introduction of online teaching, teachers experiencing fear of infection and additional workloads accompanying the pandemic. Aim: To examine COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach. Method: This study implemented two recruitment strategies for participants; email invitations to all members of ILSA and INTO, and email invitations with study information to school principals. A study specific questionnaire was devised with three questions offering free text responses. All responses were anonymous and analysed collectively. The Braun and Clarke thematic analysis method was employed to analyse participants' responses. Results: 224 participants responded to the survey, however not all participants completed all three questions. Initially 98 codes were generated from the data set, and subsequently reduced to 41 final codes. The codes were arranged into three final themes; Overburdened, Abandoned, and Consequences, representing occupational stress in teachers during COVID-19. Conclusion: In the form of the three themes identified, participants described issues such as large class sizes, high workload, and out of work hours contact, among others. These issues contributed negatively to participants' mental health and wellbeing with descriptions of being exhausted, isolated, stressed and experiencing burnout. Ensuring adequate awareness of, and paying attention to, teacher wellbeing is essential, such that optimisation of school environment can occur in light of additional burden associated with COVID-19.
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