New National Survey Reveals Irish Teachers under pressure: new national survey highlights workload, reform concerns and lack of voice

The Schooldays.ie Teachers of Ireland Survey 2026, which gathered responses from 1,838 teachers across Early Years, Preschool, Primary, Secondary and Special Education, provides one of the most comprehensive snapshots of the profession in Ireland today.

The research found that nearly three quarters of teachers describe themselves as either extremely proud or very proud to be teachers, highlighting the enduring passion many educators feel for their work despite the daily challenges of the classroom.

At the same time, the findings reveal growing concerns about workload, resources and whether teachers’ voices are being heard by policymakers.

Richard Murphy, Owner of Schooldays.ie, said the survey aims to give teachers a platform to share their experiences and perspectives; “This research provides a valuable snapshot of the teaching landscape in Ireland today and highlights both the dedication of teachers and the challenges they face. By listening to their voices, we can help inform future discussions about education policy and the supports needed for both teachers and students.”

According to the survey, the primary motivations for entering the profession are rooted in purpose rather than lifestyle.

Interestingly, factors often associated with teaching — such as job stability or summer holidays – were far less influential in motivating people to pursue the profession.

Commenting on the findings around teacher motivation and commitment, Dr Declan Fahie, Director of School Placement, Deputy Director of the Professional Master of Education (PME), UCD, said: “I am not surprised by the findings that, despite the daily challenges of navigating an ever-evolving educational landscape, the vast majority of teachers remain deeply committed to both their profession and to the pupils they teach.

“Contrary to popular belief, long summer holidays were not a significant motivation for entering the profession; rather, more intrinsic factor – such as a love of learning and a desire to make a difference – were far more influential. Emphasising the vital role teachers play in young people’s lives, almost a quarter of respondents reported that they were inspired to teach by a teacher from their own schooldays.”

The survey also highlights the level of dedication within the profession.

More than three quarters (75.8%) of teachers say they go above and beyond their contracted hours every day, with a fifth (21.1%) doing so a few times a week.

When asked what gives them the most satisfaction in their role, 55.4% of teachers said seeing students progress was the most rewarding aspect of their job, followed by supporting children emotionally and building relationships with families.

Teachers also reported that the profession strengthens a range of essential skills including patience, communication, emotional resilience and problem-solving.

Almost all teachers stated they were proud of their profession with nearly 40% of teachers stating they feel extremely proud to be a teacher, while a further 33.8% said they are very proud.

The survey also examined teachers’ views on the introduction of Continuous Assessment Components as part of Senior Cycle reform.

While many teachers see potential benefits in reducing pressure on a single final exam and recognising a broader range of student strengths, concerns remain around the practical implementation of the new system.

However, concerns remain. In response to what their biggest concern is about the move towards continuous assessment, a third (32.9%) said consistency and fairness across schools, over a quarter (25.9%) said increased workload for teachers, 22.4% pointed to time and resources within schools, and 14% cited clarity around external assessment and marking.

Michael Gillespie, General Secretary, Teachers Union of Ireland (TUI), said: “Clearly, significant additional resourcing is key to ensuring that all second level schools have access to the required facilities to ensure a level playing field in terms of Continuous Assessment Components (AACs). No student should lose out under the new system. For too long now, Ireland’s spend on education as a proportion of GDP compared to other countries has been unacceptably low. We must also ensure that the integrityof the Leaving Certificate is upheld and that the redeveloped Senior Cycle does not actually increase the pressure on students or the workload of teachers.”

The survey also highlights a perception among many teachers that their voices are not consistently heard in education policy discussions.  Almost all teachers feel they are not being listened to by Government and policymakers – 26.3% feeling they are sometimes but not consistently, 37.4% rarely listened to and 26.6%, not at all.

Professor Paul Downes, Professor of Education at Dublin City University, said; “Despite serious underinvestment compared to other countries, the Irish education system is the envy of most countries internationally. Before the pandemic it performed really highly internationally across literacy, numeracy, science and early school leaving prevention figures. This excellence by international standards has largely held up also post-pandemic.

When asked to describe Irish teachers in a single word, the most common responses were resilient, dedicated, passionate, caring and inspirational – reflecting the enduring commitment of teachers to their students and communities.

The full survey is available on www.schooldays.ie

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