Sharing Student Projects

This project aims to improve understanding as to why experienced primary teachers leave the profession. Four teachers, who had all left teaching within the past 12 months and had at least eight years’ experience of working in an English state school, were interviewed. It was theorised that if the teachers felt that they were not able to have some ownership over their teaching, or did not feel like they could be successful in their school, or did not have supportive relationships with the school community (or experienced a combination of the three unmet needs), that they would experience ‘burnout’ and leave the profession. Interviews were carried out via Zoom and the researcher wrote transcripts for all of the teachers before interpreting their words and constructing themes. The findings were that experienced teachers valued the chance to self-govern, desired challenges to develop professionally and thought school-based relationships were important. They felt that if their needs were unmet it would negatively affect their wellbeing and motivate them to leave but that this could be a gradual decline over a number of years. It was found that if experienced teachers do not enter leadership roles they may find opportunities for professional progression limited. Recommendations included: allowing teachers more choice, developing different avenues for them to progress in their careers and increasing chances for them to share their opinions and collaborate with leaders.

Teachers may benefit from increased job satisfaction and wellbeing. Pupils will benefit from the reduction in disruption that occurs when a teacher leaves. Schools benefit from staff staying and developing closer bonds. Better financial return from public investment if teachers remain in post.