Protective factors for teacher wellbeing in Ireland through the PERMA lens

Teaching is a demanding profession that involves significant emotional labour and relational challenges. Recent research in Ireland indicates that teachers face a moderate to high risk of burnout, yet little has been done to explore the factors contributing to their occupational wellbeing. This large-scale qualitative study examines teachers’ wellbeing in the Republic of Ireland through the lens of the PERMA model (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment) to identify protective factors that enhance teachers’ sense of wellbeing. This research found that teachers leverage all aspects of the PERMA model, although some elements are more prominent than others. The authors found that Positive Emotion (P) and Relationships (R) are crucial for protecting good wellbeing and nurturing professional identity. Flowing from this, Engagement (E), achieved through preparation and planning, which provides control and mitigates stress, while focusing on pupils’ Meaning (M), helps build resilience. A sense of Accomplishment (A) enhances self-esteem and worth in the workplace. Notably, the findings demonstrate that teachers primarily rely on one another for support and engage in recovery-oriented activities, such as setting boundaries and maintaining routines. However, there is little evidence of engagement with formal wellbeing supports in the education system. Practical implications include enhancing PERMA-related factors, while advocating for robust teacher wellbeing policy and evidence-based teacher wellbeing supports in Irish schools.