Secondary teachers call for maximum of 20 class contact hours per week
Delegates at the Teachers' Union of Ireland (TUI) annual conference in Co Wexford passed a motion which seeks to alleviate 'work intensification'.
Teachers speaking at the conference say they are facing ever-increasing demands, losing out on family time as a result of workload, and are working in an environment that 'threatens the health, well-being and professional capacity of members'.
Concerns were also raised that Leaving Cert reforms - which are currently due to be implemented in September - will also have a negative effect and lead to extra work.
Noel Cronin, from Co Tipperary, said teachers' 'morale is being eroded' and they are 'stretched to the limit'.
The motion calls for teachers to have a maximum of 20 hours in class per week and no more than 20 students per class.
Mr Cronin said teachers are being 'pushed out of the profession' and this motion will allow teachers to give all students the 'attention they deserve'.
Delegates said there is a lack of recognition 'for the hidden and additional workload that members undertake'.
There was criticism of 'excessive bureaucratic and administrative demands, which amount to unnecessary empty work'.
TUI general secretary Michael Gillespie said an unsustainable workload is driving teachers from the profession.
'Excessive workload and work intensification are breaking our profession,' he said.
'Across every sector of education, our members repeatedly raise the alarm: there is an ever-increasing workload and never enough time. When time disappears, work intensification takes its place—this spiral is unsustainable. And it is not just about paperwork. It is becoming a serious health and well-being crisis. Let us call it what it is: burnout and the burnout is real and impacting our profession.'
Mr Gillespie said teachers are being asked to carry out work that goes 'far beyond' contracted class contact time.
'We are accumulating a workload that is unfair, excessive, and quite frankly, unmanageable,' he said.
A recent study by DCU found that 42pc of teachers are likely to leave the profession due to 'crippling burnout'. Eighty-six per cent reported moderate to high levels of personal burnout.
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Irish Examiner
2 days ago
- Irish Examiner
'Accessible' Leaving Cert history exam will have left some students 'bitterly disappointed'
Students who were hoping to see Charles Stewart Parnell or the Montgomery Bus Boycott appear on this year's Leaving Cert history will be 'bitterly disappointed' with an otherwise accessible exam. The Leaving Cert 2025 exams continued on Wednesday afternoon with history. This year's higher level paper, which requires students to tackle one document-based question as well as three essay-style questions, was 'accessible', according to ASTI subject spokesman Philip Irwin. "I thought it was a good paper for students.' In particular, he liked this year's documents question, which focused on the Jarrow March of 1936. 'That was one of three case studies in the dictatorship and democracy in Europe section. The other two are the show trials in Stalin's Russia, which came up last year, and the Nuremberg rallies," Mr Irwin said. 'I would suspect that students were more looking for the Nuremberg rallies [to appear on the exam].' The sources supplied in the question were good, he added. This included a government statement issued at the time, and the other an extract from a newspaper report about the Jarrow March. 'The questions on it were also good, with one asking students to compare and contrast the documents. It was an interesting question overall, and I think that students would have found it accessible and doable. The Irish history section included some good general questions, but students may have found a question on Éamon de Valera's leadership more challenging, he added. Students were asked to discuss how effective his leadership was during the Treaty negotiations, Civil War, and during the Second World War. 'Quite a bit to deal with there, sometimes those questions are either or, so that was more challenging.' Another challenging question appeared in the US history section, which asked students to discuss how and why religion became an increasingly powerful force in American life between 1945 to 1989. Many students will have been surprised not to see questions on Charles Stewart Parnell or the Montgomery Bus Boycott appear on the higher-level paper, according to teacher and Studyclix subject spokesman Jamie Dockery. 'Those who placed all their bets on these topics, undoubtedly a sizeable number, will be bitterly disappointed," Mr Dockery said. However, there was much to be pleased with in this paper. The ordinary level paper should also have been generally well received by students and teachers, Mr Dockery added. The Jarrow March was also the focus of the documents question, he added. 'I very much welcome the higher and ordinary level exam having similar questions, particularly considering that the average senior history groups will have higher and ordinary Level students learning together in the one class.' "Many of the main personalities from Irish history found their way into the exam, he added. This including O'Connell, Yeats, Cosgrave and de Valera. 'Women will also well represented in the guise of Hanna Sheehy-Skeffington and Countess Markievicz and Maureen O'Hara, among others. "As a history teacher, my hope for any exams is that it will give the diligent and hardworking student a chance to show off all they know, and this exam certainly did that.' Read More Tough French comprehension exam challenges Leaving Cert students
RTÉ News
3 days ago
- RTÉ News
How many people in Ireland believe in conspiracy theories?
Analysis: While the majority do not believe six prominent conspiracy theories, the level of support for some of these might raise a few eyebrows By Robert Brennan and Rabhya Mehrotra, DCU Conspiracy beliefs are explanations for events or situations that involve secret plots by powerful and malevolent groups. These beliefs often arise when people are trying to make sense of complex, uncertain, or threatening situations. While some conspiracy theories turn out to be based on genuine misconduct or secrecy, most are built on misinformation, misunderstanding or deliberate distortion of reality. Research suggests that conspiracy thinking can be more common when people feel powerless, threatened or distrustful of institutions. Social media platforms can also amplify conspiracy narratives by enabling rapid sharing of misinformation and connecting like-minded believers It has been well documented that conspiracy theories have gained traction in recent years, particularly among the loud minority of the far-right. This was one of the issues to feature in the recently published National Election and Democracy Study. The survey asked the public the extent to which they believed six prominent conspiracy theories to be true, including if a small, secret group of people is responsible for making all major decisions in world politics. From RTÉ Radio 1's Today with Claire Byrne, why are so many conspiracy theories reaching mainstream media? Two of the conspiracy theories concerned the notion that the public is unknowingly being exposed to diseases or being experimented on, beliefs that boomed during the Covid-19 pandemic: Viruses and/or diseases have been deliberately disseminated to infect certain populations. Experiments involving new drugs or technologies are routinely carried out on the public without their knowledge or consent. Another two conspiracy theories concerned immigration, specifically that the establishment building a base of loyal migrant voters and the 'Great replacement' theory (a myth with origins in Nazi propaganda that has been directly linked to devastating acts of terrorism): Elected officials want more immigration to bring in obedient voters who will vote for them. The establishment is replacing white Irish people with non-white immigrants. The final two were more the classic kinds of conspiracy theories, that the public are being tricked and controlled by the elite or an ominous, unseen group: Groups of scientists manipulate, fabricate, or suppress evidence in order to deceive the public. A small, secret group of people is responsible for making all major decisions in world politics. Overall, the responses show that the majority of people do not believe in these conspiracy theories, with well over half of the population dismissing them as unlikely, or definitely not true. But the amount of support these theories have, however, might raise a few eyebrows. The 'classics' seem to have the most support, with roughly a third of people leaning towards believing that the public are being deceived by scientists or that a secret group of people control the world behind the scenes. These percentages shoot up to over half of the population if you include those who are unsure whether these beliefs are true or not. Belief for conspiracies concerning the public being intentionally exposed to diseases or experimented on had less support. Roughly a quarter of people thought these to be true to some extent. Again, however, a considerable amount of people were unsure, bringing the percentage of the population who give these beliefs at least some degree of truth to just below half. From RTÉ Radio 1's Brendan O'Connor Show, Ciarán O'Connor from the Institute for Strategic Dialogue on 'conspirituality', where wellness culture and conspiracies collide The conspiracy theories the Irish population believe to be the least likely to be true are those centred around immigration and ethnicity. Just under a quarter of people believe the idea that the establishment is importing loyal voters or the great replacement theory. A further 20% or people or so have some doubts. What sources lead to people believing in conspiracy theories? We have previously looked at what the 2024 General Election survey tells us about media use, media trust and trust in institutions among the Irish public. Here, we report on correlations in the data that show how each of these relate to one's level of belief in conspiracy theories. A clear link emerged between how much people used different sources of information and belief in conspiracy theories. The more people used journalistic media (RTÉ and newspapers) in forming an opinion before voting, the less likely they were to believe in conspiracy theories. The reverse was found for non-journalistic media, whereby the more people used social media and messaging apps, the more likely they were to believe in conspiracies. Interestingly, the same trends were found when looking at the relationship between media trust and conspiracy beliefs. We found that greater trust in non-journalistic media (such as messaging apps and social Media) correlates with higher belief in conspiracy theories overall. Conversely, higher trust and use of journalistic media (RTÉ, newspapers), along with higher education levels and use of party information for voting decisions, correlate with lower belief in conspiracies. Age, gender, and trust in party information show no real impact. The bottom line seems clear. There are lower levels of conspiracy belief amongst those who trust traditional media, even if they do not use it. It would seem then that supporting the use and trust of journalistic media is very much in the interest of everyone who values a good information ecosystem. It's also important not to overstate the significance of the data trends we identified in the post-election survey, as they only give a broad indication of what the people of Ireland are willing to endorse. Nevertheless, the election surveys are, and will continue to be an important barometer of the Irish public's attitudes towards such beliefs over time. Dr Robert A. Brennan is a postdoctoral researcher with the Institute for Future Media, Democracy and Society (FuJo) at DCU. Rabhya Mehrotra is a Mitchell Scholar who is doing a Masters in Political Communication at DCU. She is a part of the COMDEL team at the (FuJo).
RTÉ News
4 days ago
- RTÉ News
Behind the Story: Estonia's different approach to AI in education
One of the emerging concerns in education in recent times has been AI, particularly when it comes to assignment work and plagiarism. Spotting it is becoming increasingly difficult, according to many academics, while in secondary schools in Ireland, there are anecdotal reports from teachers about its misuse. As this technology develops, it will only get more difficult for those whose job it is to spot it in assignments. Last weekend, the Association of Secondary Teachers in Ireland voted to reject proposals aimed at reforming the Leaving Cert. The main concern for the majority of ASTI members was a lack of resources and capacity, according to General Secretary Kieran Christie. But another area of concern was project work and practicals that will be worth a minimum of 40% of a student's grade. The fear is that students could use AI for such projects, and it's not clear how that can be addressed. The Department of Education is finalising guidelines on the use of artificial intelligence in schools. It says this guidance will focus on AI in teaching and learning, and will come in addition to the Examinations Commission's advice on the technology when it comes to the Leaving and Junior Certificate. Ultimately, decisions on how it may or may not be used in Irish schools will come down to the Boards of Management at each one. But while Ireland grapples with how to police AI in the classroom, another EU nation is embracing it – and it's one of the continent's top performing places when it comes to learning. According to the Organisation for Economic Co-operation's (OECD) PISA tests, which examine education outcomes in 79 countries, Estonian students are top in Europe in math and science. They are also second in the EU when it comes to reading, only behind Ireland. From September, the country will roll out licences for artificial intelligence platforms to students aged 16 and 17, as well as teachers. The technology will be integrated into the learning process for all subjects, including physical education. Speaking to RTÉ's Behind the Story podcast, the country's education minister Krisinta Kallas said that AI is here to stay and that the country wants to harness it rather than discourage it. "We are worried that if we don't do anything, and if we don't do more supervised learning with AI, there will be a lot of unsupervised learning with AI anyway and that would be at the detriment of the skills and competences of the children." Ms Kallas said that it will be up to the teachers to determine how exactly it will be used. "I think the crucial thing with AI is not so much of regulating its use, because I don't think you can 100% regulate it, but it is rather making teachers competent in how AI operates, how AI impacts learning, and how it can be used to enhance the learning. "So the training of the teachers is absolutely key. You should not put all your trust in technology, you should put all your trust on teachers." The children will use tablets in school, but can use their AI accounts on their own private devices at home too. It is hoped that by giving it to all students and schools, there will be equality in its use in education with no socio-economic gaps. There has been no public pushback on the plan according to Ms Kallas. "It might be because our education has been relatively digitalised for a very long time. "We introduced the first digital tools into our education system 25 years ago, so there is a whole parents' generation who has grown up by using digital technology in schools so it hasn't really been an issue. "So the debate is mostly about how to use AI and what kind of learning it should enhance, and what would happen if we don't use it because maybe there is much more fear of missing out on learning skills if we don't do a nationally - organised programme on AI introduction. "If we just allow to go in a natural way as it is today, then students are using it for replacing their own learning rather than learning with an AI and that's a much bigger risk than trying to introduce AI in a more supervised and controlled way with teachers." "In that reality we need to redesign the whole learning process – what kind of assignments we give to students and what kind of learning we want to happen, and how the AI will be used by the students to enhance this learning." Mobile phones Unlike other countries in Europe, Estonia supports the use of mobile phones in schools. But Ms Kallas said teachers ultimately take autonomy in decisions when it comes to them. "We believe in a bottom-up approach when we allow schools to make those regulations," she said. "Mobile phones are used in class for learning purposes quite a lot in Estonia. "And also mobile phones in Estonia are used for all other things that you do in life. "The child needs to get the bus schedule to get home, needs to contact their parents, needs to figure out how to get to the sports club after school. "We do voting and other activities as citizens through our mobile phones. "It would be confusing for the younger generation that on one side we want them to vote online and use their phones to do their civic duty and on the other side we ban them from the school. "What we need to do is make them learn how to use the mobile phone for the right purposes."
