'I cannot sustain the workload and the emotional toll' : Reasons behind Australian teachers' intentions to leave the profession

• Published in: The Australian journal of education Vol. 66; no. 2; pp. 196 - 209
• Main Authors: Heffernan, Amanda, Bright, David, Kim, Misol, Longmuir, Fiona, Magyar, Bertalan
• Format: Journal Article
• Language: English
• Published: Camberwell, Vic SAGE Publications 01.08.2022; Sage Publications Ltd
• Subjects: Anxiety; Attitudes; Attrition; Career development; Career paths; Elementary School Teachers; Elementary Secondary Education; Emotional experience; Faculty Mobility; Foreign Countries; Learning; Methodology; Occupational stress; Practice; Primary school teachers; Primary secondary education; Professional Recognition; Qualitative research; Questionnaires; Respondents; Secondary School Teachers; Secondary schools; Supply and demand; Teacher Attitudes; Teacher Burnout; Teacher Persistence; Teacher retention; Teacher shortage; Teacher workload; Teachers; Teaching; Teaching (Occupation); Teaching Load; Well Being; Workloads; Australia; teacher attitudes; Teacher attrition; career paths; teacher burnout; teacher retention; teacher shortage
• ISSN: 0004-9441; 2050-5884
• DOI: 10.1177/00049441221086654

Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire of 2444 Australian primary and secondary school teachers, which revealed that only 41% of respondents intended to remain in the profession. Through a thematic analysis of the qualitative data within the questionnaire, we use employee turnover theory to enable an understanding of the reasons 1446 of the respondents described as influencing their intentions to leave the profession. These reasons included heavy workloads, health and wellbeing concerns for teachers and the status of the profession. We also use turnover theory to analyse responses from all 2444 respondents and explore possible mitigating strategies or practices that might reduce turnover intention, including meaningful reductions in workload and raising the status of the teaching profession. In doing so, we contribute nuanced qualitative empirical insights which can inform policy and practice.