‘Biggest bunch of entitled moaners in Ireland’: a thematic and discourse analysis of social media responses to teacher burnout and their implications for teacher well-being

This study explores how public social media responses to media reports on teacher burnout reflect and shape societal perceptions of the teaching profession and their implications for teacher well-being. Using inductive thematic analysis and discourse analysis, we examined a dataset of anonymised comments posted in response to online news coverage on teacher burnout in Ireland. The findings reveal recurring patterns of perceived teacher privilege, minimisation of burnout, and a widespread comparison to other professions. Sarcasm, mockery, and moral judgments dominate much of the discourse, positioning teaching as less legitimate in its claim to occupational stress. However, counter-discourses also emerge, with some users defending the profession and highlighting the emotional labour and behavioural challenges teachers face. These competing narratives offer insight into the external pressures shaping teachers’ professional identities and the public’s role in either supporting or undermining teacher well-being. The article concludes by arguing for greater public literacy around the realities of teaching and the need for systemic support to address burnout meaningfully.