Why Teachers Leave: A Qualitative Exploration of Attrition and Retention

Teacher attrition remains a significant challenge in K–12 education, driven by rising concerns about workload, administrative support, and compensation. This qualitative study explored the factors contributing to teacher attrition and identified strategies to improve retention. Semi-structured interviews and focus groups were conducted with 28 teachers across 16 U.S. states who had either left the profession or were actively considering departure. Thematic analysis revealed four primary drivers of attrition: unsustainable workloads, inadequate administrative support, particularly regarding student behavior, insufficient compensation, and diminished professional autonomy. Participants also reported experiences of moral conflict and burnout, shaped by systemic challenges and shifting expectations following the COVID-19 pandemic. While some teachers indicated they would not return under any circumstances, others identified potential interventions, including increased pay, stronger leadership support, and reduced non-instructional responsibilities. These findings suggest that teacher attrition stems from multiple factors, highlighting the need for systemic reforms to support teacher well-being and retention.