Just over two years into what started out as a Research Master’s and progressed to a PhD degree, my motivation levels have well and truly gone through their swings and roundabouts.
There have been moments of excitement and accomplishment, including securing a successful transfer from a master’s to a PhD, compiling datasets, submitting a draft publication, and presenting at conferences that reignites inspiration to pursue this journey. Engaging with fellow researchers has often provided a fresh perspective and overcoming a difficult research hurdle brings a sense of relief and alleviation. Yet, alongside these milestones, there have also been periods of frustration, writer’s block, questioning theoretical frameworks, completing funding applications or simply the exhaustion that follows a long school day, leaving little energy for research. Some weeks, I feel like I’m making real, tangible progress, other weeks, I wonder why I ever embarked on this journey in the first place.
Despite these fluctuations, what fuels my motivation is the belief that this journey will shape me into a stronger educator, a more critical thinker and ultimately, someone who can contribute meaningfully to both my students and the education landscape, with particular focus on the PEPAYS policy landscape.
Teaching in Ireland is a dynamic, demanding, yet deeply rewarding profession. Every day presents new challenges, such as, managing a classroom, delivering content across multiple curricula in creative and engaging ways, adapting to ongoing curriculum reforms, supporting students through exam pressures and keeping up with the relentless cycle of corrections. Beyond academics, teachers play a crucial role in student welfare, offering guidance, emotional support and looking out for their wellbeing both inside and outside the classroom. As an educator, I feel a profound duty to my students, striving to provide them with the best possible education and guidance. For me, this commitment extends beyond the classroom, fuelling my motivation to pursue further study in the hope of not only deepening my own knowledge but also enhancing my teaching practice.
Balancing a PhD with full-time teaching is no small feat. The school day is intense, jam-packed with lessons, planning, administration, meetings and pastoral responsibilities to name but a few. By the time the final bell rings at 3:50, mental and physical exhaustion often make the thought of engaging in data collection, reading research articles or drafting publications daunting. There are weeks when motivation soars, when research feels like an escape, a space to step beyond the immediate demands of the classroom and engage with ideas that could shape future education policy and practice. But there are also inevitable lulls, times when the workload feels overwhelming, and the PhD journey seems like an endless uphill battle.
Yet, what keeps me going is the daily drive to achieve more, for myself, for my students and for the subjects I love. High stress levels and burnout are well-documented challenges within the teaching profession (Foley & Murphy, 2015; McNicholas et al., 2024). As a teacher, I have firsthand experience of this stress and its impact. Studying and teaching physical education has reinforced my awareness of the importance of physical activity for wellbeing and the necessity of maintaining a work-life balance. My research not only fuels my academic curiosity but also provides me with tools to refine my teaching practice, to critically engage with policy and to advocate for meaningful change in education.
The PhD journey is undoubtedly a marathon, not a sprint. But like any long-distance challenge, success lies in finding a sustainable pace, embracing the highs, pushing through the lows and remembering why I started in the first place. Pelé said: “Success is no accident. It is hard work, perseverance, learning, studying, sacrifice, and most of all, love of what you are doing.” This quote has been a guiding light throughout my life, whether I was preparing for exams, navigating challenges, or now, pursuing my PhD. Staying determined through the lows and most importantly, remaining passionate about what I do even when the path feels long and difficult. My passion for my subject and my eagerness to learn more are what drive me forward, both in the classroom and in my research.
References:
- Foley, C. and Murphy, M., 2015. Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors. Teaching and teacher education, 50, pp.46-55.
- McNicholas, F., Adamis, D., Minihan, E., Dunleavy, M., Martin, A. and Gavin, B., 2024. Occupational stress in teachers in Ireland as Covid-19 pandemic persisted. International Journal of Educational Research Open, 7, p.100369.
Mairéad Grogan is a postgraduate student in the Department of Physical Education and Sport Sciences UL.
Contact: grogan.mairead@ul.ie Follow on X: @grogan_mairead ResearchGate, Linked-In
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