Educator attrition in primary schools in Cape Town, South Africa : former primary school educator perceptions

Abstract

Educator attrition is a growing concern in South Africa, with significant implications for the quality of teaching and learning. Understanding why educators leave the profession is critical for developing effective retention strategies. This research aimed to gain a deeper insight into the personal and professional experiences that influenced former primary school educators in Cape Town, South Africa, to leave the profession before retirement age, viewed through the lens of Fisher and Royster’s Teachers’ Hierarchy of Needs. The study investigated the interplay between educators' needs being met and their motivations to leave the profession. The study adopted a qualitative research design within an interpretivist paradigm, focusing on understanding participants lived experiences and the meanings they attach to them. Data were collected through semi-structured interviews with 12 former educators, selected using purposive sampling based on defined criteria. Interviews were conducted either in person or online. Thematic analysis was employed to identify key themes, revealing several factors that influenced the decision to leave the profession, including a lack of support, overwhelming workloads, emotional exhaustion, systemic challenges within the education system, and limited opportunities for personal and professional growth. This study highlighted the urgent need for retention strategies that address the holistic well-being of educators. By understanding the lived experiences of those who have left the profession, the findings offer valuable insights for policymakers, school leaders, and educator training institutions.