TikTok as a lens into teacher attrition: perspectives from #teacherquittok

Abstract

Purpose

A key social networking site for teachers, TikTok offers a new and valuable lens on educator attrition. This study aims to explore social media’s role in the increased transparency around leaving the profession and the online narratives crafted around transitioning out of the classroom.

Design/methodology/approach

Drawing on the conceptual framework of emergent storytelling and a recursive thematic analysis of videos and comments posted to the #teacherquittok hashtag on TikTok, this study examines how teachers are using social media to share their experiences of exiting the classroom.

Findings

The authors find that teachers used TikTok to share personal accounts that form a meta-narrative that provides context to their decisions to leave, share stories of loss and gain through negotiating the transition out of the classroom and finally debate the implications for preservice teachers. The authors discuss key takeaways for rethinking teacher support, teacher education and the role of social media in teachers’ professional lives.

Originality/value

While many studies seek to understand teacher attrition, this work examines how teachers’ stories shared on social media may be shaping attrition into an increasingly networked and narrated act.

Citation

Barber, C. and Literat, I. (2024), "TikTok as a lens into teacher attrition: perspectives from #teacherquittok", English Teaching: Practice & Critique, Vol. 23 No. 3, pp. 301-316. https://doi.org/10.1108/ETPC-05-2023-0049