A major international survey has revealed that nearly half of teachers say the 2024-25 school year has been the most stressful of their careers—surpassing even the tumult of the pandemic era. The findings paint a stark picture of working conditions for educators, and recent research confirms many of these pressures are mirrored among teachers in Thailand, raising urgent questions about the future of the teaching profession and student outcomes locally and globally.
The findings stem from the Prodigy Education Teacher Stress Survey, which polled more than 800 K-12 educators in the United States. The results are staggering: 45% of teachers agreed that this year was the most stressful yet, with three times as many reporting higher stress than during the 2020 COVID-19 crisis. Overall, 95% said they were at least somewhat stressed, and 68% described their stress levels as “moderate to very high” (Prodigy Education). Strikingly, nearly 1 in 10 is planning to quit at the end of the academic year, and about a quarter are seriously considering leaving, intensifying concerns about a looming teacher shortage across school systems.
This crescendo of teacher stress is no longer just an American phenomenon. In Thailand, mounting academic and psychological research has shown that similar risk factors are pushing Thai teachers toward burnout. A recent cross-sectional study in Chonburi province, published in 2024, found that roughly half of teachers were experiencing moderate to high stress and emotional exhaustion post-pandemic—a trend consistent with pre-pandemic surveys (J-STAGE). These patterns suggest the stress being reported internationally is echoed in Thai classrooms, with equally serious implications.
There are several key reasons for this spike in teacher distress. In the US survey, student behavior problems, unmanageable workloads, insufficient pay, and challenging interactions with parents emerged as primary stressors (YourTango). More than half of teachers (58%) single out classroom management difficulties—including disruptive and violent behavior—as particularly overwhelming. Next on the list was low salary (44%) and administrative demands like meetings, paperwork, and oversight (28%). Nearly a quarter cited parental conflicts as a major source of tension.
Thai teachers, research shows, face a similar battery of stressors. Excessive workloads and long hours—often involving multitasking beyond classroom teaching, such as supervising extracurriculars, completing documentation, and managing safety—were among the leading causes of stress (J-STAGE). In a study focused on English teachers at a faith-based Thai school, burnout was linked to student disengagement, lack of teaching materials, paltry professional development support, and school policies that lowered accountability, such as no-fail grading systems (ThaiJO). Emotional exhaustion, cynicism, and the sense of professional inefficacy were not just academic abstractions—they were lived realities for many surveyed educators.
A unique aspect in the Thai context is the expectation for teachers to work beyond normal school hours, even when unwell. The 2024 Chonburi study found that teachers compelled to work while sick faced more than double the odds of experiencing significant stress. Compounded by time pressure and frequent conflicts in their work environment, these factors led to high rates of burnout and decreased job satisfaction, echoing the sources of teacher attrition in Western countries. The implication for Thailand is clear: systemic, not just individual or cultural, solutions are required.
These stressors carry concrete consequences. In both the US and Thailand, high stress and burnout among teachers are directly tied to plans to leave the profession. The Prodigy survey warns that “a third of teachers do not expect to be teaching three years from now,” often due to a lack of appreciation, unmanageable expectations, and limited support. Thai research underscores how burnout leads to lower teaching quality, decreased student engagement, and higher staff turnover (ThaiJO). For students, the ripple effects can be profound: learning disruptions, diminished motivation, and weaker overall outcomes.
Particularly striking in the Thai research is how the role of the teacher has expanded to include a host of non-instructional duties, many unrelated to educational outcomes. Teachers now spend significant time on safety, administration, and community engagement, especially in urban and industrial areas where parents’ long working hours mean children spend more time at school. “Other school-related documents or tasks may need to be completed over the holidays,” the Chonburi study notes—directly eating into teachers’ personal time and well-being.
Despite these challenges, many teachers strive to maintain their well-being through self-care. However, the American survey found that 78% had to skip basic self-care tasks because of work demands, and only a quarter had regular time for such activities. This aligns with the coping strategies identified by Thai teachers, who turned to peer support, spiritual practices, or simply “pushing through” to manage their emotional toll (ThaiJO). But these approaches alone are not enough. As Dr. Josh Prieur of Prodigy Education remarked: “Appreciation alone isn’t enough. Teachers need tangible, meaningful and sustained support alongside our appreciation—not just this week, but every week of the year” (Prodigy Education).
The roots of this crisis extend to broader social and policy decisions. In both the US and Thailand, funding shortfalls, growing class sizes, unrealistic performance expectations, and shifting school policies have all contributed to mounting pressure on educators. Policy interventions like a four-day school week or stronger classroom discipline policies are suggested as potential solutions in the international survey. Notably, better teacher-parent relations and sustained investment in support services are high on teachers’ wish lists. Thai experts echo this, urging school administrators to provide counseling services, reduce non-teaching workloads, and create supportive professional communities.
Culturally, the Thai tradition of “Krang Jai” (consideration for others) often stops teachers from voicing their stress or refusing additional duties, for fear of causing inconvenience. While this value fosters harmony, experts note it can also deepen internal stress and reduce teachers’ ability to advocate for their own well-being—a dynamic that is visible in both public attitudes and policy responses.
Looking ahead, the warning signs are clear: unless systemic changes are enacted, teacher turnover rates will climb and student outcomes may decline even further. For Thailand, already facing chronic shortages of qualified teachers and persistent concerns about education quality, the stakes are particularly high. The Thai government’s commendable focus on education reform must now include robust protections for teacher health and workload—ranging from mental health support and flexible sick leave, to active reduction of non-teaching workloads and investment in meaningful professional development (J-STAGE; ThaiJO).
The urgent need for reform is not just a matter of teacher retention but of national development. As one Thai education specialist noted, “Policymakers and school leaders must see that supporting teacher well-being is an investment in Thailand’s future. Without healthy, motivated teachers, no reform can succeed, and our children’s learning suffers most.”
For Thai readers—teachers, parents, and the education community—there are practical steps to take now. School administrators should regularly assess staff well-being and create a culture that allows teachers to express concerns without fear of negative repercussions. Parents can support teachers by engaging constructively and respecting professional boundaries. Teachers should participate in peer support groups and access available counseling resources, advocating for clearer boundaries to protect their personal health.
Ultimately, the 2024-25 global teacher stress findings are a wake-up call: teaching is becoming unsustainable under current conditions. If Thailand intends to deliver on its vision for a future-ready, resilient society, teacher well-being must be placed at the heart of education policy and practice.
Sources:
- Prodigy Education Teacher Stress Survey 2024-25
- YourTango: Teachers Say the 2024-25 School Year Was The Most Stressful Of Their Careers
- J-STAGE: Risk Factors Affecting Stress and Burnout Among Teachers: A Cross-Sectional Study From Chonburi, Thailand
- ThaiJO: Teacher Burnout: Experiences of Thai Teachers Teaching English Language at a Faith-Based School in Thailand