Layers of strain: An ecological perspective on teacher burnout in Ireland

Abstract Teacher attrition and retention are critical concerns globally, particularly in Ireland, where high levels of teacher burnout contribute to intentions to leave the profession. This paper, drawing on O'Farrell et al.'s (2025) adapted Ecological Theory framework, explores the factors contributing to work‐related burnout among primary and secondary school teachers in Ireland. Out of a total of 976 teachers who completed the cross‐sectional survey, 624 participants provided responses to the qualitative questions, which form the basis of this analysis examining how factors within the ecological model contribute to teacher burnout. Key findings reveal frequently cited contributors at the macrosystem level (workload, administrative overload), mesosystem level (parent relationships, interactions with leaders and colleagues, support for pupils with special educational needs [SENs]) and individual level (role conflict). More broadly, these factors are situated within changing education policy and unique contextual factors that have the potential to influence the experiences of teachers. The findings from this study demonstrate that teacher burnout is not an isolated individual pathology but rather the cumulative outcome of systemic, relational and contextual stressors. The framework offers insights into how different layers of strain contribute to stress and burnout, emphasising the need for a systemic approach to address the harmful environments that teachers must navigate.