Research finds 93% of primary principals happy in their jobs

PRIMARY school teachers are predominantly happy in their job and most believe their pupils enjoy being in school and are well-behaved, according to research.

However significant numbers experience occupational stress, particularly primary school principals who act as both teacher and administrator, a dual role the researchers said may not be viable in the long term.

Compiled by the Economic and Social Research Institute (ESRI) on behalf of the Teaching Council of Ireland, the research found that:

* All but 2% of teachers and 93% of principals are happy in their job.

* Seven out of 10 principals and 45% of teachers experienced occupational stress.

* Female teachers had higher job satisfaction levels. Satisfaction levels are higher among recently-qualified teachers but decline after five years and rise again after 20 years or more in the school.

* Teachers were more likely to report stress when they were teaching multi-grade classes; had limited control over their teaching; and had a principal with teaching responsibilities who reported stress.

* Most frequently cited resource inadequacies included after-school facilities, library/media centre, staff room, sports facilities, facilities for children with disabilities, and number of classrooms.

The research, based on data collected as a part of a longitudinal study called Growing Up In Ireland, found that teacher stress levels are lower where “nearly all” pupils are well-behaved in school and show respect for their teachers.

Between 70% and 80% of teachers felt pupils in their school enjoyed being there and showed respect for their teachers and were rewarding to work with.

A separate study looking at continuous professional development (CPD) of teachers found those longest in the job were most likely to engage in CPD.

Factors influencing the decision included student type and teachers with one or more pupils with a learning disability are more likely to participate.

Commenting on the reports, Teaching Council chief executive Áine Lawlor said they would inform the council’s work in developing a framework for CPD and in promoting teaching as a profession.

However she said because the reports — Job Satisfaction and Occupational Stress among Primary School Teachers and School Principals in Ireland and Continuous Professional Development among Primary Teachers in Ireland — were based on data compiled in 2007/8 care should be taken interpreting the findings.

“There have been many significant changes in the intervening period,” Ms Lawlor said.

The study also found principals were more likely to report experiencing stress when they had teaching responsibilities; had inadequate administrative support; where pupils in the school experienced emotional/ behavioural and discipline-related difficulties; and if the school building was very old.

Teachers, especially the over-40s, were more likely to report stress where the school had poor pupil engagement and behaviour and low levels of parental involvement in the school.

Where a school had a teaching principal and the principal had reported lower levels of job satisfaction, teachers were less likely to report feeling satisfied.

The authors of the research, Merike Darmody and Emer Smyth, concluded that promoting a positive school climate “should therefore be considered a fundamental part of school development planning”.