'Why do teachers leave?' Insights into the reasons that teachers exit the classroom

This thesis investigates the complex factors influencing classroom teachers'

decisions to leave the profession. Employing a mixed-methods approach, the research

combines in-depth qualitative interviews with teachers and an analysis of discussions

within specialist teacher Facebook groups, and quantitative analysis. Utilising Grounded

Theory and Thematic Analysis, a new categorisation system emerges, framing the

reasons for leaving as professional or personal, and intrinsic or extrinsic. The findings

indicate that most reasons articulated by teachers fall under Professional Extrinsic

categories, highlighting issues such as adverse school culture, work-related health

problems, inadequate management support, and overwhelming administrative tasks

leading to burnout. Personal factors, including poor work-life balance and the pursuit of

jobs outside of teaching, further complicate this landscape. This comprehensive analysis

(20 interviews and 52 Facebook posts) not only identifies the challenges educators face

but also provides actionable insights for policymakers and school administrators. Key

contributions of this study are the unique framework developed to better understand the

complexity of why teachers leave the classroom, the tipping point evidence that

demonstrates that teachers leave for a multitude of reasons that build over time

(culminating in a critical event) and the unique cultural contribution of this study

highlighting why Māori teachers leave the profession. This thesis developed an exit

model from the image of a native koru frond, to enhance understanding of staff attrition

and offers strategies for mitigating the factors contributing to teacher turnover over

time.