ABSTRACT

TEACHER TURNOVER IS A GLOBAL ISSUE THAT HAS NOT RECEIVED MUCH RESEARCH ATTENTION IN MACAU DESPITE STUDIES INDICATING THAT TEACHERS IN THE REGION EXPERIENCE HIGH LEVELS OF STRESS AND BURNOUT. GIVEN THAT PRIVATE SCHOOL TEACHERS ACCOUNT FOR A SIGNIFICANT PROPORTION (88.6%) OF THE NON-TERTIARY EDUCATION SYSTEM IN MACAU, THIS QUALITATIVE STUDY FOCUSED ON THIS SPECIFIC GROUP WHO VOLUNTARILY RESIGNED FROM THEIR POSITIONS. THROUGH IN-DEPTH INTERVIEWS WITH 13 FORMER TEACHERS FROM DIFFERENT KINDERGARTENS, PRIMARY, AND SECONDARY SCHOOLS, THE RESEARCH IDENTIFIED 50 REASONS CATEGORIZED INTO 15 FACTORS UNDER THREE CATEGORIES. ALTHOUGH SCHOOLRELATED FACTORS ACCOUNT FOR THE MOST, PERSONAL REASONS WERE FOUND TO BE THE PRIMARY DRIVER. THE FINDINGS OF THE STUDY HIGHLIGHT THE COMPLEX NATURE OF TEACHER TURNOVER WHICH CAN BE ATTRIBUTED TO BOTH SINGLE AND MULTIPLE FACTORS, IN BOTH DIRECT AND INDIRECT FORMS. THE FACTORS COULD ALSO INTERPLAY IN BOTH UNIDIRECTIONAL AND MUTUAL RELATIONSHIPS. A CONCEPTUAL FRAMEWORK FOR TEACHER TURNOVER IN MACAU WAS DEVELOPED TO ADDRESS THE 15 CONTRIBUTING FACTORS AND THE COMPLEX INTERPLAY OF THESE FACTORS. THIS STUDY COULD FILL THE GAP IN THE LITERATURE AND SERVE AS A VALUABLE RESOURCE FOR POLICYMAKERS AND SCHOOL LEADERS SEEKING TO REDUCE TEACHER ATTRITION RATES IN THE REGION