Abstract
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.