A major international study shows nearly half of teachers say the 2024-25 school year is the most stressful of their careers, surpassing even the peak pressures of the pandemic. The findings spotlight working conditions for educators worldwide and align with Thai research that paints a similar picture of burnout risk among teachers here. The results raise urgent questions about how to sustain teaching quality and student outcomes in Thailand and beyond.
The Prodigy Education Teacher Stress Survey surveyed more than 800 K-12 educators in the United States. It found that 45% consider this year the most stressful yet, with three times as many reporting higher stress than during the 2020 COVID-19 crisis. Overall, 95% described themselves as at least somewhat stressed, and 68% labeled their stress as moderate to very high. Nearly 1 in 10 teachers plans to quit by year’s end, while about a quarter are seriously considering leaving, intensifying concerns about future teacher shortages. Data from Prodigy Education shows that appreciation alone is not enough; teachers need sustained support to stay in the profession.
Thailand is not insulated from these pressures. Local researchers have documented similar burnout risks among Thai teachers. A 2024 cross-sectional study in Chonburi found that about half of teachers reported moderate to high stress and emotional exhaustion post-pandemic—a trend consistent with pre-pandemic surveys. These Thai findings mirror international patterns and highlight the shared challenge of maintaining high-quality instruction under mounting demands.
Several drivers of stress appear in both contexts. In the United States, classroom management issues, heavy workloads, inadequate pay, and challenging interactions with parents were primary stressors. More than half of teachers cited classroom management as particularly overwhelming, followed by low salaries and administrative duties such as meetings and paperwork. Parental conflicts were also noted as a source of tension. In Thailand, excessive workloads and long hours—often involving supervision of extracurriculars, documentation, and safety management—rank among the top stressors. Other studies link burnout to limited teaching materials, insufficient professional development, and school policies that reduce accountability, such as lenient grading systems. Emotional exhaustion and cynicism accompany a sense of professional inefficacy for many educators.
A distinctive Thai element is the expectation that teachers work beyond regular hours, even when unwell. The Chonburi study found that working while sick more than doubles the odds of experiencing high stress. Time pressure and frequent workplace conflicts further elevate burnout risk, underscoring the need for systemic solutions that go beyond individual resilience.
These stressors have concrete consequences. Both in the United States and Thailand, high stress and burnout correlate with plans to leave teaching. The Prodigy survey notes that a significant portion of teachers doubt they will be teaching three years from now, citing insufficient support, unrealistic expectations, and limited appreciation. Thai research similarly links burnout to lower teaching quality, reduced student engagement, and higher staff turnover. For students, this translates into disrupted learning, lower motivation, and weaker outcomes.
Thai studies also show teachers spending substantial time on non-instructional duties—safety, administration, and community engagement—especially in urban areas where families have long working hours. This extra work intrudes on personal time and well-being, a factor echoed in Western contexts and requiring thoughtful policy responses.
Despite the pressure, many teachers pursue self-care and peer support. Yet evidence suggests these measures are not enough. In the United States, 78% of teachers reported skipping basic self-care due to work demands, while only a quarter maintained regular routines. Thai educators report relying on peer networks, spiritual practices, or persistent perseverance to cope. Experts argue that genuine improvements require tangible, sustained support from schools and policymakers, not just expressions of appreciation.
Broader policy and funding questions underlie these trends. Across both regions, rising class sizes, funding gaps, and shifting policies contribute to stress. Some propose reforms such as a shorter school week or stronger classroom discipline policies, alongside better teacher-parent relations and ongoing investment in teacher support services. Thai voices echo these priorities, calling for counseling services, reduced non-teaching duties, and stronger professional communities within schools.
Culturally, Thai norms around Krang Jai — showing consideration for others — can discourage teachers from voicing stress or declining extra duties. While this fosters harmony, it can also mask burnout and delay needed changes. Recognizing and addressing teacher well-being must be central to education reform in Thailand.
Looking ahead, the warning is clear: without systemic action, teacher turnover will rise and student outcomes may suffer. Thailand already faces shortages of qualified teachers and concerns about education quality. Government reform efforts must couple ambitious goals with protections for teacher health and workload, including mental health support, flexible sick leave, reduced non-teaching duties, and meaningful professional development.
For Thai readers—teachers, parents, and education leaders—the path forward is practical. School leaders should regularly assess staff well-being and foster a safe culture for voicing concerns. Parents can engage constructively while respecting professional boundaries. Teachers should seek peer support and counseling resources and push for clearer boundaries to safeguard personal health. Policymakers and school administrators must recognize that teacher well-being is foundational to a resilient, future-ready education system.
The 2024-25 global teacher stress findings should serve as a wake-up call: sustaining quality education requires prioritizing teacher health and meaningful professional support every day, not just during awareness weeks.
Incorporated insights from international research and Thai studies highlight a shared imperative: invest in teachers to protect student futures.