Attrition and Retention: A Paradoxical Fascination

In recent years, we have witnessed an increasing number of teachers leaving the profession. The phenomenon has not gone unnoticed. Educational conferences, ministry briefings, and public discussions often cite concerns over teacher morale, workload, and retention. 

It implies that while there is ongoing fascination – interest, discussion, concern – about teacher attrition and the need for retention, this interest is paradoxical because it is not matched by proportionate action and system-wide measures to address the issue. 

Why is it that a nation that holds teachers in such high regard is unable, or perhaps unwilling, to retain them? 

Why does concern not translate into commitment? 

And what must change if the education system is to move beyond this cycle of fascination without action?

A Paradoxical Fascination? 

I introduce the term ‘paradoxical fascination’ intentionally here to describe this teacher attrition-retention phenomenon. 

As briefly stated earlier, there appears to have a genuine interest in teacher attrition – in media, policy circles, and public opinion. Reports are written, exit interviews conducted, and data of teacher attrition collected. Teachers are even praised for their sacrifices and referred with multiple superlatives such as the “torchbearers of the nation”.

However, such fascination appears superficial and shallow. Simply by praising teachers in words or through the broadcast media, it does not spur the kind of transformative action required to address systemic issues. Instead, it takes the form of symbolic gestures – support, recognition, incentives – rather than structural reform. Metaphorically speaking, there is a sense of watching a fire burn while admiring its glow.

This paradox reflects a deeper problem for our society where we are concerned about losing teachers but reluctant to invest in keeping them.

 

Why Teachers Leave 

With over a decade of experience as a teacher, I have gained a grounded understanding of the practical reasons why many choose to leave the profession. 

First things first, teachers do not leave the profession on a whim. Their decisions are often the result of accumulated fatigue, disillusionment, and a lack of opportunity for personal and professional growth.

Here are several reasons (not exhaustive) that are commonly applicable across all the schools that face teacher attrition:

Excessive workload that extends beyond teaching such as administrative paperwork, club responsibilities, supervision duties, and extracurricular coordination.

Limited career pathways. Most teachers feel they are on a flat career track, with few chances for advancement or specialisation.

Inadequate remuneration relative to qualifications and workload.

Burnout and emotional fatigue, often exacerbated by increasing class sizes, high expectations, and low autonomy. 

A lack of professional respect, especially when decisions affecting classrooms are made far from the teachers themselves. 

Limited or low professional development (PD) opportunities for their career growth. 

Even passionate educators begin to feel they are sacrificing their wellbeing in return for minimal recognition. When other sectors begin to appear more promising, teaching becomes a stepping stone rather than a destination.

 

What Retention Actually Requires 

If our education ministry is serious about retaining its teachers, then retention cannot remain a rhetorical goal. It must be pursued through thoughtful policy, institutional reform, and cultural change. 

For example, teacher retention maybe enhanced by practically improving the working conditions in the schools. This includes reasonable class sizes, adequate teachers, balanced workloads, and adequate planning time. 

And not to forget, a culture of wellbeing, where teachers’ mental and emotional health is supported, not dismissed as weakness. Teachers are basically humans, they need love, respect, motivation, and appreciations. 

There should also be a genuine career development opportunity, including leadership roles that do not remove teachers from the classroom, and access to higher studies or training without financial strain. 

The recognition we give for teacher must be beyond words, not just ceremonial appreciation. For instance, instead of showing teachers value through verbal praise, public speeches, or symbolic gestures on special occasions, a true recognition, I believe, must go deeper than those actions. It should involve meaningful actions like improving their working conditions, involving them in decision-making (e.g., curriculum or policy development), offering opportunities for growth, and treating them with genuine professional respect.

There is often little space for teachers’ voices in policy formation. School leadership is sometimes more focused on administrative compliance than pedagogical innovation. This disconnect discourages the very people, the teachers, who are meant to drive educational change.

It is not about pampering teachers. It is about creating an environment where they can thrive, contribute meaningfully, and stay fulfilled. Considering my experience, I can argue that a contented teacher (not necessarily a great teacher) in the school can overcome poor curriculum but even the best curriculum cannot compensate for a discontented teacher.

 

From Fascination to Action

Our (particularly Ministry of Education’s) fascination with the issue of teacher attrition must evolve into focused, sustained action. Awareness, while important, is not sufficient. Respect, while valuable, must be translated into working conditions that retain quality educators.

The future of education depends not just on attracting teachers, but on holding on to them. The time has come to stop admiring the problem and start addressing it. We need to realise that failing to properly support, respect, and retain teachers does more than harm the teachers themselves. It also negatively affects the students – the future generations – who depend on these teachers for their learning, growth, and guidance.

Courtesy: Click LINK

...those failing to meet standards might have to leave the profession (Kuensel, November 1, 2021).