Former teachers’ perceptions of psychosocial supports leading to attrition

Abstract

Purpose

The purpose of this study is to examine how former K-12 teachers’ perceptions of psychosocial support led to their decision to leave the profession.

Design/methodology/approach

The researcher conducted eight interviews with former teachers who had been in the profession for 1.5–26 years and asked them about their thoughts on mental health interventions, leadership and collegial support and the stressors of teaching. The data were analyzed by qualitative analysis.

Findings

Former teachers had varying responses, and some of the biggest takeaways were the importance of strong leadership support, the request for more time and overall changes to the system and how teachers are supported overall. Results indicate the ultimate impetus for exiting the profession was not directly the result of mental health support or the lack thereof, yet support for well-being did play a role in job dissatisfaction with the teaching role.

Originality/value

Teacher attrition is a significant issue in many countries. This study focuses on teachers in South Carolina, USA, yet the literature indicates similar problems across the USA and globally. The focus on former teachers was compelling, as most studies focus on current teachers.

Citation

Gorham, L.B. and Fufaa, G. (2024), "Former teachers’ perceptions of psychosocial supports leading to attrition", Journal of Public Mental Health, Vol. 23 No. 3, pp. 256-263. https://doi.org/10.1108/JPMH-05-2024-0059