The Importance Of Teacher Attrition

FINDINGS

The findings of this research are summarized in the following two key areas.

Area I - Teacher Attrition

Dictionary defines the word “attrition” as a reduction in numbers (Merriam Webster). Miller and Chait (2008) defined teacher attrition as “teachers leaving the classroom to take up other professional responsibilities, inside or outside of education, or to spend more time with their families (p.2)”. Macdonald (1999) refers to teacher attrition as “either a problem for work force planning and resources or an indicator of the relatively poor quality of school life and teacher morale” (P.835). According to Heller (2004) “teachers have one of the highest attrition rates of any profession (p.4).” Like many developed, developing and underdeveloped

Participants placed a lot of emphasis on working conditions and its association with teacher attrition. Respondents pointed out the following factors as most importantly neglected; substandard school building, scares resources, furniture and supplies, and teachers’ accommodation. One of the participants affirmed, “the reasons that teachers give for leaving the profession (other than retirement) confirm the pivotal role of working conditions.” Although the conditions and their importance vary from context to context, the finds illustrate that lack of expenditure on working conditions is associated highly with teacher attrition. For instance, in urban contexts teachers lay emphasis on quality and appropriateness of working conditions. On the contrary, in rural contexts teachers try to continue in severe working conditions, where attrition could be easily linked to the absence of basic facilities of offices, light, books, and classrooms.

2. Social Factors

Given the importance of physical facilities and how they affect teacher attrition in the previous section, this part will shed light on the social factors that trigger teacher attrition specifically lack of organizational support to nurture the relationship, low social recognition, and gender issues.

a) Gaps in

Some teachers are dissatisfied with, and even depressed about their professional standing…Time and again, they ask: is teaching a profession?

b) Teaching Workload and Associated Stress

Despite having low rank compared to many professions, the finds shows that teachers deal with very heavy workload, ambiguous roles and responsibilities, exhausting schedules, unsupportive administrative issues. According to a participant, “Highest reasons of teachers leaving the profession are mostly associated with concerns about heavy workload.” Being stuck with teaching overcrowded classes, overwhelming schedules, planning lessons, and evaluating the classroom activities, teachers are unable to connect with other colleagues and barely have time to think about their personal and professional