Reducing teacher attrition: What are the options?

 

“At the heart of the education we want, lies the teachers we need.”

                                                                                                            Anestin Chi

 

Reducing teacher attrition: What are the options? 

At a time when the world is clamouring for quality education, SDG4, teacher attrition continues to pose significant threats to educational systems worldwide, exacerbating teacher shortage, increasing hiring costs, disrupting student learning and negatively impacting overall education quality. Consequently, understanding the drivers of teacher attrition and implementing effective interventions is crucial for maintaining a stable and effective teaching workforce.

1- Factors contributing to high rates of teacher attrition

Attrition refers to the phenomenon of teachers quitting the profession before retirement. It remains a global concern as it affects education systems in both developed and developing countries. Factors responsible could be classified into two categories: factors related to initial teacher training and factors pertaining to on-the-field realities.

1.1- Factors related to initial teacher education

Research indicates that teacher attrition is particularly pronounced among novice educators, with many leaving within the first few years of their careers due to various factors, including inadequate preparation, lack of support and challenging working conditions (García, Han & Weiss, 2022; Ingersoll & Strong, 2011).

A major factor responsible for early teacher attrition is the quality of initial teacher preparation, which remains largely theoretical in most, if not all, contexts. In Cameroon for example, initial teacher preparation programs for secondary school teachers span over two years (for degree holders) and three years (for Advanced Level holders). It is almost the same number of years spent in training for primary school teachers depending on qualifications held. While this period is lengthy enough in comparison to other contexts, the issue is that only less than two months of this period is allocated for real classroom practice, leaving pre-service teachers inadequately prepare for the “reality shocks” (Veenman, 1984) of the profession.  Consequently, when novice teachers enter the profession, they feel unprepared to handle the realities of teaching, including classroom management, lesson planning and addressing diverse student needs (Darling-Hammond, 2010).  

Besides being too short, the practice period is sometimes marred by unfruitful experiences. Although teaching practice mentoring is largely acclaimed as the soul of initial teacher preparation, student-teachers՚ experiences of this “single most powerful intervention in teachers’ professional preparation” (Du Plessis, Marais, Van Schalkwyk & Weeks, 2010, p.328) point to issues of ineffective mentorship during teaching practice. A number of factors account for this shortcoming: Firstly, cooperating teachers lack the relevant knowledge to effectively assume their role (Fadidac, 2022) having received little or no training to equip them with the necessary skills and are thus unable to align their mentorship style to student-teachers’ needs (Mukeredzi & Manwa, 2019), compromising opportunities for student-teachers to learn. In a journey of the semi-blind leading the blind, there are bound to be many casualties (Chi, forthcoming), hence the negative experiences recounted by student-teachers. To make matters worse, some cooperating teachers misinterpret the arrival of student-teachers on teaching practice as their replacement and thus completely abandon their classrooms, leaving the student-teachers demotivated as they struggle to face the hurdles of teaching practice alone. When mentorship is absent or ineffective, student-teachers miss the opportunity to develop confidence and receive constructive feedback (Smith & Ingersoll, 2004). Also, the lack of synergy between members of the supervisory team in charge of teaching practice mentoring (in the case of Cameroon, teacher training college supervisors,  cooperating teachers, host school administrators and pedagogic inspectors of the ministries of education) further impedes the smooth transition of student-teachers into the profession. However, neither cooperating teachers nor the disjointed efforts of the supervisory team are to be blamed entirely for ineffective mentoring as negative mentoring experiences may also arise from student-teachers’ display of undesirable attributes such as absenteeism and lack of commitment (Chi, 2025). Research highlights that “enactments of non-collaborative mentoring may not be due to factors peculiar to the [cooperating teachers] alone” (Aderibigbe, Colucci-Gray & Gray, 2018, p.66), hence the need for student-teachers and cooperating teachers to consciously “negotiate [their] journey together” (Ambrosetti, 2014, p.31) through shared roles and responsibilities.

Another factor responsible for early teacher attrition is misaligned expectations. Pre-service teachers often enter the profession with idealistic views about teaching while others see it as a way of securing a steady source of income for themselves and their families, especially as the process involves direct recruitment into the public service in the Cameroonian context. Atemnkeng, Akum, Ngwokabuenui and Chu (2020) explain that most pre-service teachers perceive the teaching profession as “a stepping stone to other professions” (p.55), enabling them to achieve their ambitions. These idealistic perceptions are reinforced by failures of initial training programs to adequately address the challenges teachers face, such as bureaucratic pressures, high workloads and resource constraints. This gap between expectations and reality leads to dissatisfaction and early burnout (Howard & Johnson, 2004).

1.2- Factors related to on-the-job realities

Several factors contribute to teacher attrition post-training. The working environment plays a critical role. Studies have shown that supportive work conditions, including strong teacher voice and morale, significantly reduce attrition rates (García et al., 2022). Inversely, high levels of stress, burnout and a lack of resources can exacerbate feelings of dissatisfaction among teachers, leading to increased turnover (McInerney, Korpershoek, Wang & Morin, 2018). Teachers have reported excessive workloads, including administrative tasks and extracurricular responsibilities in addition to regular lesson planning, delivery and grading, leaving little time for personal wellbeing and professional growth (Hakanen, Bakker & Schaufeli, 2006). In addition to workload, teachers in Cameroon contend with overcrowded classrooms and resource constraints – inadequate teaching materials and infrastructure – especially in rural areas, which hinder effective teaching, increase teachers՚ stress levels and erode their morale (Fonkeng & Tamajong, 2009).

Working conditions, particularly inadequate salaries, especially in comparison to other professions requiring similar qualifications, are a major reason teachers leave the profession as financial stress discourages long-term commitment to the profession (Fonkeng & Tamajong, 2009; Ingersoll, Merrill, & Stuckey, 2014; Marinette, 2017; Atemnkeng et al., 2020; Ngudieh, 2023; Bi, Shafack & Nfon, 2023). In Cameroon, teachers don’t just struggle with low wages; salary processing and payment for newly recruited civil servant teachers continue to be marred by intentional administrative bottlenecks. Teaching remains the only profession within Cameroon public service where the staff work on credit and on the bases of endless promises and politico-administrative debates. It has to be said that the government owes every teacher in Cameroon, be it a new recruit or an old staff as every payment due is processed as arrears. The meagre income is already a source of frustration, which is  further exacerbated by delays in payment. This probably explains why, after months and years of enduring with little or no salary, when teachers eventually receive a substantial amount of the accrued arrears they exit the profession in search of greener pastures (Atemnkeng et al., 2020). When they decide not to quit at this stage, the vicious cycle of delays in payment at every stage of their career eventually demotivates and forces them out of the profession prematurely. Moreover, disparities between public and private sector salaries exacerbate frustrations for teachers in the private sector.

The absence of clear career progression pathways within the education sector in Cameroon remains a major source of concern, leading to dissatisfaction, especially among mid-career teachers (Marinette, 2017; Atemnkeng et al., 2020; Ngudieh, 2023). Unlike other professions, teaching often lacks structured advancement opportunities. Also, appointment to leadership roles is generally not based on performance and experience as the system is highly corrupted. It is common to find newly recruited teachers occupying administrative and leadership positions while experienced teachers remain stuck in the same role with little recognition or financial reward for their expertise, leading to frustration and a sense of stagnation. Furthermore, the limited availability of specialized or administrative roles means that many ambitious teachers leave the profession to pursue career growth elsewhere (Johnson, Berg & Donaldson, 2005; Atemnkeng et al., 2020).

Also, the demands of education are constantly evolving requiring teachers to learn continuously. However, access to meaningful professional development opportunities remains limited. Many teachers have reported that professional development sessions are rare and sometimes irrelevant to their needs or are simply poorly structured to meet expectations. This lack of sustained meaningful growth opportunities not only hampers teachers՚ abilities to improve instructional practices but also leads to feelings of stagnation and dissatisfaction. Additionally, teachers in underfunded schools or rural areas often face even greater barriers to accessing the limited professional development opportunities available, including financial constraints and logistic challenges (Ngwana, 2003; Ngudieh, 2023) as they are not supported by administrators and the broader school system. Consequently, after teaching for some time, teachers may begin to feel defeated, unable to cope with the growing demands and challenges, and eventually quit the profession.

Another factor that is responsible for teacher attrition is limited teacher autonomy. Like elsewhere, teachers in Cameroon often feel constrained by rigid curricula, standardized testing mandates and a lack of input in decision-making processes, which diminish job satisfaction (Ingersoll et al., 2014). Teachers are not consulted in curriculum reforms and sometimes are not trained or are inadequately trained to implement curriculum reforms, leading to feelings of disillusionment, especially when their classroom reality does not align with the reforms or their, perhaps, misguided understanding of the reforms.

Closely related to teacher autonomy is the perceived low social status associated with the profession in Cameroon, with both governmental, parental and societal attitudes contributing to a lack of respect and appreciation for teachers. Teachers continue to be victims of physical assaults from parents, students and even government officials, which impact teachers՚ self-esteem. With the government turning a blind eye, such treatment of teachers discourage young people from entering the profession and pushes in-service teachers to seek more prestigious roles or migrate to countries where teaching is more valued.

2- Addressing teacher attrition

Addressing teacher attrition is critical for achieving Sustainable Development Goal 4, which emphasizes quality education for all.

2.1- Options for initial teacher preparation

Research indicates that effective teacher education programs that focus on developing professional identity and coping strategies can mitigate early career attrition (Brok et al., 2017; Kim & Cho, 2013). Comprehensive training programs that emphasize practical teaching skills, classroom management and coping strategies can better prepare teachers for the realities of the profession. While the school-based teaching practice model, in practice in Cameroon, where student-teachers experience real classrooms under the expert guidance of cooperating teachers, is well acclaimed (Darling-Hammond, 2010),  the in-school practice phase needs to be extended to at least a semester or a year to give student-teachers extensive exposure to real-classrooms, enabling them to devise coping strategies for their future practice. Teachers who feel well-prepared to face classroom challenges are less likely to leave the profession.

In addition to emphasizing practical classroom experiences for student-teachers, initial teacher education should provide robust support systems for them through access to quality mentoring (Ingersoll & Strong, 2011; Fadidac, 2022). For this to happen, cooperating teachers in Cameroon need to be adequately trained to assume the role of mentor-teachers so that they don’t just rely on their intuition but on evidence-based practices to enhance the teaching practice experiences of student-teachers (Chi, 2024) and build their “capability and resilience … to effectively transition into the profession” (Ellis, Alonzo & Nguyen, 2020, p.2). If student-teachers՚ experiences are enriched by well-structured induction programs or teaching practice they are more likely to remain in the profession (Ingersoll & Strong, 2011).

2.2- Addressing teacher attrition post-training

Improving working conditions is a critical strategy to combat teacher attrition. Addressing systemic issues such as class sizes, workload and access to resources can improve teachers՚ job satisfaction. Creating physical spaces conducive to teaching and learning, including well-equipped classrooms and break areas, supports teacher morale and productivity. Research indicates that improving working conditions not only enhances teacher retention but also positively impacts student outcomes (Boyd, Grossman, Ing, Lankford, Loeb & Wyckoff, 2011; Marinette, 2017) and providing incentives for teachers who commit to working in underserved areas can help address shortages and improve retention rates in these communities (Ngwana, 2003; Podolsky, Kini, Bishop & Darling-Hammond, 2016).

Also, increasing teacher salaries but most importantly paying these in time and establishing clear pathways for career advancement are pivotal strategies for reducing teacher attrition in Cameroon (Marinette, 2017; Ngudieh, 2023). Removing the heavy administrative bottlenecks that slow the processing of teachers՚ salaries as well as offering a competitive pay package not only acknowledges the professional expertise and dedication of teachers but also reduces financial stress, making the profession more attractive and sustainable.

Additionally, creating structured opportunities for career growth – such as leadership roles, specialized positions (e.g., instructional coaches or curriculum developers) and pay incentives for advanced certifications – can address the stagnation many teachers feel. By linking career progression to demonstrated excellence and additional responsibilities, education authorities in Cameroon can motivate teachers to remain in the profession and strive for continuous improvement. Research highlights that teachers are more likely to stay when they perceive opportunities for professional recognition and growth, coupled with fair and transparent compensation structures (Johnson et al., 2005; Podolsky et al., 2016).

Access to continuous professional development (CPD) opportunities tailored to teachers՚ needs foster growth and satisfaction (Desimone & Garet, 2015). CPD programs should be designed to align with teachers՚ professional needs and career aspirations, offering opportunities to learn new pedagogical methods, integrate technology into teaching, and address emerging educational challenges. Providing regular, high-quality training can rejuvenate teachers՚ passion for their work and prevent stagnation. Moreover, financial support and time allocation for CPD will encourage participation without adding to teachers՚ workload or financial burden. Inspectorates of the ministries of education in Cameroon must stop charging a fee for teachers՚ participation in seminars or workshops. They should establish partnerships with different organizations to deliver tailored CPD opportunities cost-free. This will help create a sense of lifelong learning and professional growth leading to increased teacher motivation, satisfaction and reduced attrition rates.

Overall, reducing teacher attrition requires a multifaceted approach that begins with robust initial preparation and extends throughout teachers՚ careers. By addressing the underlying factors contributing to attrition, education systems, in general, and Cameroon, in particular, can ensure a stable, motivated and effective teaching workforce. Getting the teachers we need for the education we want and reversing teacher shortage is possible only if conscious investment is made in teacher preparation and professional development (Chi, 2024). Policymakers must therefore prioritize investments in both initial teacher preparation and post-training. Enhancing teacher education programs, creating supportive work environments, addressing systemic inequities in schools and fostering professional growth opportunities are key strategies for reducing teacher attrition, fostering the long-term success of students and the overall quality of education. More so, establishing data-driven approaches to monitor and address attrition trends will enable targeted interventions.

 

 

     Anestin Chi,

                                       Multiple award-winning educator

 

 

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