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A postqualitative ethnographic study examines workplace and time pressures alongside unspoken silenced challenges that drive departures. Findings indicate retention requires closer attention to teachers’ workplace realities, acceptance of their experiences, and stronger support for preservice and early-career teachers to sustain careers.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2023\u003Cbr>Teachers’Experiences that Challenge their Decision to What Teachers Really Need\u003Cbr>Elizabeth Allotta\u003Cbr>University of Queensland\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Leadership Commons, and the Other Education Commons | Continue: |\n\nRecommended Citation  \nAllotta, E. (2023) . Teachers’ Experiences that Challenge their Decision to Continue: What Teachers Really Need. Australian Journal of Teacher Education, 48(6) . [https://doi.org/10.14221/1835-517X.6087](https://doi.org/10.14221/1835-517X.6087)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss6/4](https://ro.ecu.edu.au/ajte/vol48/iss6/4)  \nTeachers’ Experiences that Challenge their Decision to Continue: What  \nTeachers Really Need  \nElizabeth Allotta  \nThe University of Queensland  \nAbstract: Increasing global teacher attrition rates and the difficulty of filling teacher positions in Australian schools have led to rising concerns about teacher supply and demand. While attrition factors and rates have been known for over thirty years, little has changed or improved. This raises the question, ‘how and why do some teachers continue while others leave?’A postqualitative ethnographic study into the experiences that have challenged teachers’ decision to continue highlights the complexity of the issues underlying teacher attrition with known attrition factors, in particular workplace and time, being compounded by unspoken and silenced challenges that contribute to teachers leaving. Reducing attrition rates requires a closer examination of teachers’ workplace experiences, openness and acceptance of their realities, and acknowledgment of the complex issues underlying attrition. In turn, there is a need to better support and equip preservice and early career teachers for the realities of teaching to ensure career sustainability.  \nTeacher Attrition: What Is Being Talked About…  \nTeacher attrition is not a new issue with increasing numbers of teachers leaving the profession globally throughout 2022 (for example, O’Flaherty, 2022; Paul, 2023; Rafferty, 2022), exceeding rates previously seen in Australia (Stroud, 2022), and the emergence of unprecedented teacher unrest, including state-based teacher strikes (for example, Daniel & Kidd, 2022; Roe, 2022) . A systematic literature review into teacher attrition rates and factors and rates up to August 2018 indicated that the reasons underlying teacher attrition have been known and discussed for over thirty years with little change. Known attrition factors continue to have an impact on teachers, in particular early career teachers (ECTs, those in the first five years of teaching) who are needed to fill the exodus gaps in schools. Reported reasons for the recent exodus highlight the continuing key issues of workload and time (Australian Institute for Teaching and School Leadership, 2016; Buchanan et al., 2013; Fluckiger et al., 2006; French, 1997; Gallant & Riley, 2014; Ingersoll, 2001; Kyriacou, 2001; Robinson, 2011), workplace conditions and stress (Arnup & Bowles, 2016; Australian Institute for Teaching and School Leadership, 2016; Buchanan et al., 2013; Gallant & Riley, 2014; Gu & Day, 2007; Hong, 2012; Kyriacou, 2001; Robinson, 2011; Weiss, 1999; You & Conley, 2014), increasing workplace demands (Mockler, 2022), and work-life balance, all of which have been exacerbated by COVID-19 (Australian Government, 2022) .  \nContinuing concerns about teacher attrition have led to discussions about teachers and teaching, teacher numbers, and the quality of education. In turn, discussions revisit issues of teachers’ working conditions, in particular workload, teacher quality, and what teachers should or should not be do","cbCaic7wBXL2dgb3","https://ap.wps.com/l/cbCaic7wBXL2dgb3","pdf",625323,23,"English","# Abstract\n# Teacher Attrition: What Is Being Talked About…\n## How Many Teachers Are Leaving?","[{\"question\":\"What question does the article raise about teacher attrition?\",\"answer\":\"The article asks how and why some teachers continue while others leave despite persistent attrition factors and rates being discussed for decades.\"},{\"question\":\"What does the study highlight as drivers of teachers leaving?\",\"answer\":\"It highlights the complexity of issues underlying teacher attrition, especially workplace and time pressures, compounded by unspoken and silenced challenges.\"},{\"question\":\"What approach does the article propose to reduce attrition?\",\"answer\":\"It calls for closer examination of teachers’ workplace experiences, openness and acceptance of their realities, acknowledgement of complex underlying issues, and better support for preservice and early-career teachers.\"}]","Teachers’ Experiences that Challenge their Decision to Continue: What Teachers Really Need - Article 4 | PDF",1792078631,58]