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Exploring Early Career Teacher Attrition and Career Switching in Higher

Education: A Narrative Study

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DOI: 10.70315/[Link].2024.0101002

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Md. Saiful Alam Adelina Asmawi

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 Universal Library of Languages and Literatures Research Article

Volume 1, Issue 1
Open Access | PP: 08-19

Exploring Early Career Teacher Attrition and Career Switching in

Higher Education: A Narrative Study
Md. Saiful Alam1, Adelina Asmawi2
Assistant Professor, Department of English, World University of Bangladesh, Bangladesh.
1

Associate Professor, Department of Language and Literacy Education, Universiti of Malaya, Malaysia.
2

Abstract

Teacher attrition and career switching from teaching to non-teaching professions are global phenomena in the field of
education. Empirical evidence shows that almost 50% of early career school teachers voluntarily leave teaching within five
years. This qualitative study examines the narratives of two former Bangladeshi private university lecturers who reluctantly
left teaching after five (lecturer A) and four years (lecturer B) respectively of full-time university teaching. Using Smith and
Ulvik’s conceptual framework, which thematizes the case of leaving teaching in a four-stage process (i.e., pre-teaching
career thought, entry, primary experience, and exit), this study employs a pathogenic perspective of teacher attrition and
collects teaching leavers’ narratives. The data analysis utilizes Connelly and Clandinin’s three tools of narrative analysis:
broadening, burrowing, and re-storing. The findings and implications are discussed.
Keywords: Private University, University Teacher, Teacher Attrition, Bangladesh, Leaving Teaching, Narrative Inquiry

INTRODUCTION States, the Netherlands, Australia, and various European

countries (e.g., den Brok, 2017; Fantilli& McDougal, 2014;
The role of teachers in shaping the educational and personal
Heikkinen et al., 2012; Lindqvist et al., 2014; Madigan & Kim,
development of their students cannot be overstated. They
2021; Rodriguez et al., 2020). Surprisingly, one segment of
are the unsung heroes behind the scenes, shaping the future
educators that has remained relatively underexplored in the
of the younger generation. Several studies and reports have
teacher attrition discourse is university teachers.
underlined this critical function (Rowan et al., 1997; Biesta,
2020; Ulug et al., 2011; Lee & Loeb, 2000), emphasizing that The absence of research on teacher attrition among
teachers are more than just conduits of knowledge; they are university faculty is concerning, especially as universities
agents of change and there are success models of teachers are pivotal in shaping the future of nations. The COVID-19
who matter even more (Alam et al., 2023). Their impact goes pandemic exposed the plight of private university lecturers in
beyond the classroom, influencing society at large. Bangladesh, with news articles highlighting dismissals, wage
reductions, and excessive workloads (Jasim, 2020, July 27).
However, a dark cloud looms over the educational landscape
However, such disruptions can’t be solely blamed for teacher
- teacher attrition. The loss of teachers from the profession
attrition among university lecturers. Private university
has become a pressing challenge globally, with far-reaching
teachers in Bangladesh are evidently leaving the profession,
implications for students and the education system as a
while their counterparts in public universities persist. This
whole (Pitsoe, 2013). The UNESCO report in 1996, citing
divergence in career choices merits a closer look.
attrition rates ranging from 5% to 30%, painted a worrying
picture (Macdonald, 1999). More recent research reveals The study’s endeavor to delve into the narratives of private
an alarming trend, especially within the first five years of a university lecturers who departed from teaching to pursue
teacher’s career, where attrition rates can surge as high as alternative careers provides a much-needed perspective
30% to 50% (Carlsson et al., 2019). Moreover, the financial on this phenomenon. These individual stories offer unique
cost of this attrition is staggering, with estimates suggesting insights into the multifaceted factors that influence teacher
a $12,546 burden on school systems for each teacher who attrition, which go beyond mere economic or external
leaves (Borman and Dowling, 2008). pressures. The research is not just an exercise in statistics
and data; it humanizes a systemic issue, allowing us to
This vexing issue of teacher attrition has sparked a wealth
understand the deeply personal and professional struggles
of research over the years (Macdonald, 1999; Madigan &
that underlie attrition decisions.
Kim, 2021; Marshall et al., 2022). Nonetheless, much of this
research has homed in on early career teachers in primary The findings of this study hold relevance for policymakers,
and secondary schools in Western contexts, like the United university administrators, and faculty members. It is not
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
merely an academic exercise; it has the potential to reshape To investigate the reasons behind Bangladeshi private
policies, practices, and attitudes toward teacher retention in university lecturers’ decisions to leave teaching, this study
the context of higher education in Bangladesh. Furthermore, draws from these theoretical perspectives and themes
this research emphasizes the importance of considering identified by Smith and Ulvik (2017). These themes encompass
teachers in universities, a group that has often been (i) teachers’ imagined life, encompassing their perceptions
overshadowed in discussions on teacher attrition. By shining and passion for teaching; (ii) the decision-making process
a light on their stories, it underscores the need for a more in choosing a teaching career, including motivations; (iii)
comprehensive and nuanced approach to understanding teachers’ personal landscape, reflecting their experiences
and addressing teacher attrition in the broader educational within the profession; and (iv) the factors that contribute to
landscape. The implications are far-reaching, not only the decision to leave teaching, often linked to disillusionment.
for Bangladesh but for any society that values the role of By integrating these perspectives and themes, the study aims
educators in nurturing its future citizens. to offer a comprehensive understanding of the multifaceted
dynamics surrounding teacher attrition in the context of
OBJECTIVES AND RESEARCH INQUIRIES
private universities in Bangladesh.
The current study seeks to understand why lecturers choose
to teach at private universities, explore the positive aspects
Why Do Individuals Become Teachers?
of teaching in this context, and uncover why some lecturers The literature on teacher attrition highlights the multifaceted
leave to pursue other careers. The research is guided by nature of motivations driving individuals to pursue teaching
these key questions: careers. Intrinsic and extrinsic factors play significant roles,
as evidenced by prior research (Watt & Richardson, 2008;
1. What motivates private university lecturers to teach at
Heffernan et al., 2019; Roness & Smith, 2010; Reeves &
the tertiary level?
Lowenhaupt, 2016). Intrinsic motivations, such as the desire
2. What do lecturers find satisfying about teaching at to make an educational impact, personal growth, societal
private universities? contribution, and altruism, emerge as primary drivers.
3. Why do some private university lecturers leave teaching Additionally, pedagogical and experiential aspects, including
and opt for alternative careers? a passion for the subject matter, the act of teaching, self-
perceived teaching skills, and favorable prior teaching
LITERATURE REVIEW experiences, are noted motivators, drawing from the work
Theoretical perspectives on teacher attrition serve as of Watt et al. (2012).
critical frameworks for understanding the complex issue of Gu and Day (2013) emphasize the powerful role of the desire
educators leaving the field of education. Kelchtermans (2017) to improve students’ lives, underlining the altruistic and
provides one perspective, highlighting teacher attrition as social benefits that draw individuals to teaching. However,
an “educational” problem, underlining the importance of in developed nations like Australia, Germany, Norway,
retaining qualified teachers to uphold educational quality. and the USA, motivations to enter the teaching profession
This viewpoint drives research efforts aimed at pinpointing may also encompass extrinsic factors such as job stability,
the root causes of attrition and seeking remedies to address compensation, and achieving a work-life balance (Watt
it, as evident in the work of Ingersoll (2001). et al., 2012). Longitudinal studies, like those by Watt and
Conversely, the pathogenic perspective offers an alternative Richardson (2008), reveal a spectrum of teacher motivations,
lens, viewing teacher attrition as a consequence of the ranging from those who consider teaching a lifelong “calling”
negative aspects prevalent within the teaching profession to those who view it as a profession to “test out” for a few
(Yinon & Orland-Barak, 2017). This perspective, often the years, and therefore, for them it is not their, as Alam and
predominant one, delves into the factors that erode the Asmawi (2023) sort out, ‘identity salience’. The dichotomy
enthusiasm of educators and contribute to attrition. further extends to categories like “engaged per sisters” who
remain in teaching and “competence nomads” who leave
Moreover, the salutogenic perspective takes a unique
despite their competence, with studies (Niknafs, 2020;
approach, characterizing teacher attrition as a matter of
Karlsen, 2019) suggesting that intrinsic motivations and a
teachers’ “career decision.” It acknowledges that teachers’
desire for new challenges often underpin decisions to exit
choices are influenced by a variety of contextual factors,
the profession.
including their perception of the teaching profession, their
expectations, the cultural environment within which they A notable limitation in the existing literature is its
work, and more. Zhu et al. (2020) further categorize these predominant focus on school teachers in affluent nations,
influences as “tales to live by” and “stories to leave by,” leaving the motivations of educators in private universities in
emphasizing the narratives that shape educators’ career developing country contexts largely unexplored. The current
trajectories. study seeks to fill this gap.
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study

Why Do Teachers Leave Teaching? phases that educators commonly traverse before making
the pivotal decision to leave. Gallant and Riley (2014)
The issue of teachers leaving the teaching profession
offer a comprehensive four-part framework to outline this
has garnered considerable attention from scholars and
trajectory. It commences with an initial phase characterized
researchers, and various factors have been identified as key
by enthusiasm and hopefulness when educators first enter
drivers in this phenomenon. Marshall et al. (2022) conducted
the profession. This is followed by a period of stagnation and
a recent literature review, revealing a startling trend where
frustration, particularly during the early years of teaching,
a significant majority of teachers surveyed contemplated
as the initial zeal may give way to the harsh realities of the
leaving their profession during the 2022-23 academic year,
profession. Subsequently, a phase of disillusionment and
with over half considering positions outside the field of
dissatisfaction typically sets in, which often serves as a
education. Overwhelming workload, persistent stress, and
turning point, leading to the final phase where the decision
insufficient support from administrators and parents were
to leave the teaching profession is made.
commonly cited reasons behind these contemplations, in line
with previous studies highlighting workload as a significant The narratives of teachers themselves, reflecting their
factor (Gu & Day, 2013). personal experiences and journeys, offer the most detailed
The literature further underscores that salary is a primary and nuanced descriptions of this intricate process. In the
cause of teachers leaving their roles, as job satisfaction context of this specific study, former private university
and professional standing are closely tied to their pay. lecturers share their perspectives across each of these phases,
Adequate compensation is crucial for both new and providing valuable insights into the factors and experiences
experienced teachers, with studies emphasizing that that influenced their decisions to leave teaching. These
additional financial incentives can contribute to retaining firsthand accounts offer a rich and authentic perspective on
teachers in the profession. Conversely, low pay and a lack of the complexities and challenges faced by teachers as they
professional prestige are linked to teachers seeking better- navigate through these phases, ultimately contributing to
paying non-teaching positions, emphasizing the pivotal role the attrition phenomenon.
compensation plays in teacher attrition. The Narrative Design
Beyond financial and prestige-related factors, environmental Understanding the complex nature of teacher attrition
considerations also significantly influence teachers’ necessitates a qualitative approach because relying solely
decisions to exit the profession. Various dimensions of on quantitative data fails to capture the nuanced, context-
school environments, including professional, collegial, specific aspects of this phenomenon. Scholars like Yinon and
interpersonal, managerial, organizational, cultural, and Orland-Barak (2017) and Clandinin et al. (2015) emphasize
resource-related aspects, all impact teachers’ choices. Issues the importance of exploring the contextual factors that
such as a lack of autonomy, extreme job-related exhaustion, underlie teacher attrition within a qualitative framework. In
and job insecurity within the teaching profession contribute the context of Bangladesh, a developing nation where private
to teachers leaving (Cha & Cohen-Vogel, 2011; Goddard university lecturers are leaving teaching positions for non-
et al., 2006). Resource-related problems, like outdated teaching careers, this study, therefore, employs a narrative
teaching materials and subpar classroom conditions, further inquiry which is one of the major types of qualitative
contribute to teacher dissatisfaction (Buchanan, 2010; Davies research.
& Hughes, 2018). Strained interpersonal and professional
relationships with students, colleagues, and administrators Narrative inquiry, as per Polkinghorne (1995), is a qualitative
are another factor that influences teachers’ decisions to research method that examines individuals’ experiences
remain in the profession. as stories over time. Barkhuizen (2011) further elaborates
on its utility in delving into the intricate details of localized
Moreover, the managerial performance of schools, as well issues, such as teacher attrition. A career path, like teaching,
as their interactions with teachers in terms of feedback, can be effectively elucidated by tracing the decisions to
recognition, and awards, can sway a teacher’s choice to stay enter the profession, the actions taken to pursue it, the
in the profession or seek alternatives. A lack of a cooperative duration spent in the field, and the eventual decision to
and collaborative school culture has also been identified leave it. Therefore, a narrative study offers a suitable method
as a contributing factor to teachers quitting their positions
to illustrate this trajectory, as it has been predominantly
(Madero, 2019). These multiple and complex issues have
employed in deciphering why educators decide to abandon
significant implications for teachers’ career decisions and
teaching (e.g., Harfitt, 2015; Smith & Ulvik, 2017; Amitai &
ultimately contribute to the attrition rates in the teaching
Van Houtte, 2022).
profession.
In essence, this qualitative narrative inquiry approach is well-
Process of Leaving Teaching
suited to unravel the intricate web of factors and experiences
The process of teachers leaving the profession is well- that lead private university lecturers in Bangladesh to
documented in scholarly literature, revealing distinct transition from teaching to non-teaching careers. It is
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
particularly valuable in unpacking the idiosyncrasies of this fields, engineering and arts, were selected as participants.
phenomenon within the local context and ‘local alternatives’ Furthermore, a gender balance was maintained by choosing
(Alam et al., 2022), ultimately contributing to a more one male and one female lecturer.
comprehensive understanding of teacher attrition in the
Data collection was conducted through a combination of
developing world. written and spoken narratives. The written narratives were
Inviting Participants to Narrate Their Departure obtained from the participants through email, and specific
from Teaching research topics and instructions were provided to guide
them in structuring their responses. The participants then
The study involved a qualitative approach where the
provided typewritten accounts detailing their experiences
lead researcher recruited two participants, referred to as
and perspectives, a method that allowed for structured and
Lecturer A and Lecturer B (pseudonyms), with whom the reflective responses.
researcher had established regular interactions. Privacy and
anonymity were ensured through the use of aliases, and both In addition to written narratives, semi-structured interviews
participants willingly agreed to share their experiences of were conducted with both participants, Lecturer A and
leaving the teaching profession. Lecturer B. These interviews sought to delve deeper into
their teaching experiences, perceptions, motivations, and
Lecturer A, who left teaching at the age of 28, brought a the factors that led to their decision to leave teaching. The
unique perspective to the study. He had accumulated a interviews took place over two separate sessions, allowing
total of nine years of teaching experience, starting as a for a comprehensive exploration of the subject matter.
Physics and Mathematics tutor while still a student and later The use of English as the language of communication was
transitioning into a regular university lecturer. His teaching practical, as both participants were fluent in the language.
career was backed by a Bachelor of Civil Engineering degree
The data collection process concluded with an expression of
from a prominent engineering and technology university in
gratitude to the participants for their invaluable contribution
Bangladesh. Throughout his tenure as an educator, he had
to the study. By employing both written narratives and
achieved research success with three articles that received
interviews, the researchers were able to gain a well-rounded
citations, indicating a blend of teaching and academic
understanding of the complex motivations and experiences
contributions. Notably, at the time of leaving the teaching
that underlie lecturers’ decisions to transition from teaching
profession, he was concurrently pursuing an MSc in Civil
to alternative careers. Triangulation of data sources and
Engineering and held the role of a senior lecturer while
participant selection added depth and richness to the study,
coordinating the BSc in Civil Engineering program at a
enhancing the credibility of the findings.
private university in Bangladesh.
Analyzing Stories
Lecturer B, on the other hand, decided to step away from
teaching at the age of 35 after four years as an English Following the guidance of Clandinin and Connelly (2004), the
literature instructor at a private university in Bangladesh. initial raw data in the form of narratives was systematically
Her career trajectory took an interesting turn, as she had organized into a structured research text. The researchers
previously worked for an NGO for a year, following her then engaged in a process known as researcher triangulation,
academic journey that included Bachelor’s and two Master’s as suggested by Thurmond (2001). This involved multiple
degrees in English obtained from universities in Bangladesh researchers independently examining and analyzing the data
and India. After departing from teaching, she chose to return to ensure robustness and reliability in the interpretation.
to the NGO sector. The analysis of the data followed a framework proposed
These two participants, with their distinct backgrounds, by Connelly and Clandinin (1990), which consists of three
experiences, and motivations for leaving teaching, provide distinct stages: broadening, burrowing, and re-storying.
a rich source of data for the study. Their narratives are In the broadening stage, the researchers aimed to gain a
likely to shed light on the multifaceted factors that influence comprehensive understanding of the storytellers’ emotions
educators’ decisions to exit the teaching profession and and values in relation to teaching as a vocation. This phase
pursue alternative career paths. This qualitative approach focused on exploring the broader context and overarching
themes within the narratives.
allows for a deep exploration of their individual experiences
and the broader context of teacher attrition within private The burrowing stage involved a deeper and more detailed
universities in Bangladesh. analysis of the stories. Here, the researchers delved into
the experiences of the teaching leavers, seeking to uncover
Collecting Stories
the underlying reasons for their growing disillusionment
The researchers in this study took measures to employ and eventual decision to resign from teaching. This stage
triangulation, a methodological approach aimed at enhancing allowed for a nuanced examination of the progression of
the validity and reliability of the research findings. To ensure disappointment and the factors contributing to teachers
diverse perspectives, lecturers from two different academic leaving the profession.
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
Finally, in the re-storying stage, the researchers collaboratively he gradually became more attracted to the nobility of teaching
worked to reconstruct and retell the stories of the teaching as a profession and discovered his potential as a teacher. As
leavers. This process involved responding to the study’s he notes, “Firstly, I was influenced by the status of university
research questions by reshaping and reinterpreting the teaching, prestige of the profession. But with time I was also
narratives in a way that addressed the overarching research attracted by following nobility of teaching as a profession…
objectives. by my ability to teach...”

The adoption of this structured approach to data analysis, Thread (II): Specification of intrinsic and extrinsic
which encompasses various stages of interpretation and motivation behind entering university teaching
reflection, ensured a thorough and in-depth examination Lecturer A’s journey into university teaching was delayed
of the experiences and motivations of the participants. It due to a physical issue. In 2016, he finally had the chance
not only facilitated a deeper understanding of the factors to start working as a lecturer at a private university. Out
contributing to teacher attrition but also enhanced the rigor of 44 applicants, he was chosen after a fair but difficult
and credibility of the research findings. selection procedure that included a written exam, a viva, and
FINDINGS a demonstration class.

Story of Former Lecturer A At the time of taking his post, A ascribed an abstract value to
university teaching as a distinguished career and a chance
Thread (I): Pre-teaching career thought, characterized to advance one’s self-knowledge and contribute to society.
by optimism and perception He had a strong sense of intrinsic motivation. “I considered
Lecturer A’s pre-teaching career thought was marked by status of university teaching, prestige of the profession, love
optimism and strong perceptions. Despite the fact that for students, enjoyment of students’ learning process, scope
teaching was a low-compensated profession, A’s long- for using your subject knowledge, self-knowledge increase,
held desire to become a teacher outweighed this concern. nobility of teaching as a profession, good public perception
Moreover, his desire to follow in the footsteps of his teacher of teaching; desire to make social contribution in nation
father and the nobility of the teaching profession reinforced building…”
his decision to pursue this career. A recounts his strong From his university lectures, he had a clear expectation that
perception in his mind, which he developed during his was typical and extrinsic. He anticipated getting paid enough
schooling, to become a teacher. He states, “Actually, I belonged to get by. He believed he would receive post-retirement
to strong perception in my mind from my schooling life to benefits, flexible working hours, and acknowledgment for
become a teacher following the footprint of my father as my his qualifications, and other financial rewards like a PF
father is a school teacher.” While acknowledging his father’s fund, gratuity, incentives, and post-retirement benefits.
financial struggles on a low salary, A was determined not to “Definitely, I expected job security, honorarium including
give up his dream and desire to become a teacher, citing the salary along with income to survive nicely, … gradual
nobility of teaching as a profession, life’s dream, achieving promotion… flexibility and working hours, recognition of
higher studies, and self-knowledge increase, as well as extra qualifications, reward for good teaching, other financial
life security. A’s pre-service teaching experience further benefits such as PF fund, gratuity, incentive, post-retirement
strengthened his desire to become a teacher. benefits and so on.”

A’s perception of teaching as a valuable profession was Thread (III): Primary experience as a beginning
multifaceted. He placed great abstract value on teaching, lecturer, professional development efforts to stay
believing it transformed children into moral, ethical, and firmly in university teaching, teaching success and
enlightened beings. He also viewed teachers as key players major reasons for the five-year teaching
in a country’s development and perceived university Lecturer A’s journey as a university teacher was marked
teaching as a tool for societal advancement and the teacher’s by a deep connection with his students, a commitment to
self-knowledge development. As he stated, “I was starting their success, and a sense of fulfillment. He established
realizing the significance of teaching profession as the a positive rapport with his students, resulting in their
promoter of ethics and morality between human beings, support, cooperation, and respect. This conducive learning
enlightening people…Besides, a teacher can play a vital role environment he fostered led to departmental growth,
in building up a decent, polite and upright nation through increased student enrollment, and a strong sense of
his/her teaching….I strongly believed that a university is the accomplishment. In his own words, he described his ability
source of sharing knowledge, strengthening the subjective to create a cooperative relationship between students and
knowledge, mutual dignity, and respect.” teachers, enjoying the love, respect, and cooperation of his
students, which contributed to the department’s success.
For A, teaching was a call, and he was particularly drawn
to the prestige and status of university teaching. Initially Apart from teaching, A took on additional responsibilities
influenced by the status and prestige of university teaching, such as counseling, creative work, and program coordination,
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study

which further solidified his reputation as a successful lecturer. management, lack of an annual salary increase, poor salary,
His efforts were acknowledged by students and the university excessive workload, long hours, lack of flexibility, lack of
administration, leading to improved departmental standing, professional development, lack of recognition of additional
increased student enrollment, and ongoing communication qualifications, lack of compensation for effective teaching,
with former students seeking his guidance. and limited or no opportunities for advancement. As he
concluded, “I deserve more; I have better salaried alternative
Despite the positive aspects of his teaching experience, A
career options.”
faced various challenges, including job insecurity and low
pay, which caused him significant frustration. Although he Story of the Former Lecturer, B
contemplated leaving the profession, his love for his students
Thread (I): Pre-teaching career thought, characterized
and their unwavering respect for him served as powerful
by optimism and perception
motivators to persist in his role for over five years. He hoped
that the issues he faced would be resolved, even though he Lecturer B held the view that teaching is a noble vocation,
acknowledged the deteriorating nature of his discontent. which is a widely shared belief in Bangladesh. As she puts
it, “teaching profession is considered as a noble profession
A remained committed to his dream of a work environment
in Bangladesh and I had the same thought about it before
characterized by high ethics, collaboration with highly
joining as a teacher! Hahaha...” Moreover, she believed
educated management, and a strong sense of humanity, love,
that university teaching provides an excellent opportunity
and respect. He aspired to professional advancement and
for promoting intellectuality and living in a highbrow
pursued an MSc program while continuing his university
community. She saw it as a means of acquiring knowledge
teaching, aiming for continuous skill development and
and wisdom every day, which would make her an expert in
growth. His primary focus was on professional development
her subject area. Furthermore, she believed that university
and further academic qualifications, reflecting his dedication
teaching provides an avenue for imparting good qualities to
to his role as a university lecturer.
students. As she puts it, “...mostly to grow good qualities in
Thread (IV): Escalation of dissatisfaction and urge another person using my learning.”
to leave teaching
Lecturer B also saw university teaching as a profession that
Lecturer A began to consider leaving his teaching position commands respect and unconditional love from society. She
at a private university due to his growing dissatisfaction believed that teachers are held in high esteem, and teaching at
with the job insecurity and mental unrest it caused. In the university level could earn lecturers the love and respect
response, he began preparing for a more secure government of society. Her career goal of teaching at a private university
non-teaching job. As he explained, “Apart from this reason was not long-held, but she was eventually inspired by the
I was feeling lack of job security each and every time that opinions of her NGO supervisor. She recalls the moment
was undermining me. Sometimes, it seemed to me that I was when her supervisor praised her communication skills and
going to lose my job tomorrow; totally I was in an uncertain suggested that she would excel in academia. As she recounts,
tough and rough situation full of mental unrest. So, from that “when I talked, I saw people listened to me carefully, and
feelings I was let me prepare getting a government job so noticing this, my supervisor in the NGO said once, ‘You must
that I could free from that uncertain and unsecure life.” be in academia! You are the right person for that area, and
you’ll shine there.’”
A’s dissatisfaction with the university management and
administration increased as well. He was disappointed with the Thread (II): Specification of intrinsic and extrinsic
long working hours, excessive workload, lack of job security, motivation behind entering university teaching
flexibility, collegial issues, and lack of a two-day weekend.
In 2016, B was able to secure her coveted position as a
As he explained, “Actually, over workload, dissatisfaction
university lecturer after a highly competitive selection process
level, unprofessional attitude of new recruited colleagues,
that attested to her qualifications. Despite the distance
unskilled management system, working period per day at
between her home and the university, B was highly motivated
university campus (8hours), lack of two days’ weekends,
to pursue a career in university teaching. B’s intrinsic
lack of working freedom, unskilled university administrative
motivation was derived from both personal and societal
department, lack of job security, less flexibility and different
factors, and it reflected broader social and national concerns.
dissatisfaction escalated my disillusion for teaching.”
The public perception of university teachers in Bangladesh
Despite his dedication to teaching, A found that the is highly positive, and the profession is widely regarded as
environmental, organizational, and professional negatives of respectable and prestigious. Therefore, B was motivated to
his current position outweighed its merits. It is, as Alam and apply for this prestigious position. She also believed that her
Asmawi (2023) maintain, professional navigation through personality trait of enjoying conversing with others would
different situations. This included his colleagues’ resentment, be well-suited for university lecturing. Furthermore, B saw
delayed payment, lack of autonomy, unprofessional university teaching as an opportunity to contribute to social
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 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
welfare and nation-building through educating students. For these reasons, B remained a teacher for four years. She
Her desire to pursue a career in university teaching was also took pleasure in seeing her students acquire knowledge
influenced by the positive feedback and encouragement she and skills through her lectures, as it gave her immense
received from others. As she stated, “In our country, teaching satisfaction. As she said, “I stayed for 4 years almost in
is regarded a highly respected job and when it comes to teaching and my passion and love for the job held me in it.
University teaching, it gives such an impression to people I loved delivering lectures and classroom interaction with
that university teacher is doing a very prestigious job!” B was students, when students learned something from me and
driven by her passion for teaching and a desire to share her inspired by me to write a paper or do research, it gave me
knowledge with others. She explained that “I have and had a immense satisfaction.”
desire to contribute in society because teaching gives such B was also keen on furthering her professional growth. She
a chance to build up a nation through students. My known participated in teacher education and out-of-university
people always saw something in me as a teacher, so their teacher training programs, wrote research articles and got
positive vibe also motivated me.” them published, and prepared to apply for a PhD overseas.
B’s extrinsic motivation was straightforward, with the She worked hard to stay a teacher and improve her skills.
expectation of a decent salary and standard job benefits. As She explained, “Well, I did several trainings and e-courses
she stated, “I am a minimalist person. I don’t waste money to develop my teaching skill at home and abroad. I wrote
on clothes or other luxury.” Overall, B’s intrinsic motivation, research articles and papers and presented in international
which was anchored in broader social and national concerns, conferences. I published papers in books and journals. I was
was the primary driver for her pursuit of a career in university trying for PhD or higher degree to stay in teaching.”
teaching, while her extrinsic motivation was more pragmatic Thread (IV): Escalation of dissatisfaction and urge
and modest. to leave teaching
Thread (III): Primary experience as a beginning The discovery of a “pay disparity” at the university served
teacher, professional development efforts to stay as the catalyst for Lecturer B’s loss of passion for teaching.
firmly in university teaching, teaching success and Upon discovering that some of her colleagues, who were
major reasons for the four-year teaching career younger, less experienced, and held fewer degrees than
Initially, lecturer B found great pleasure in teaching at a private she did, received higher salaries, she became disillusioned
university. She relished overcoming both the perceived and with the institution. She stated, “When I got to know some
actual challenges of teaching and felt fulfilled as a lecturer in teachers were getting more salary than me though they have
the classroom. As she explained, “The challenges are more no pre-experience in teaching.” Furthermore, her income
like dealing with students and make sure they are getting the was insufficient to support a university professional’s
lesson perfectly…if they don’t get the lesson, I used to think standard of living, leading her to take on freelance work to
it’s my failure as a teacher. But mostly, when they threw up supplement her earnings. She mentioned, “I could afford my
the questions (unpredictable obviously) after the lecture, cost somehow because I had earned from my freelancing
it was a great pleasure for me to make them satisfied with works (translation, interpretation, editing, content writing
answers.” She also admired the English department faculty etc.) and I also got financial support from my family members
members’ collegial learning, collaboration, and togetherness. which I tried to avoid if I could!”
B appreciated her coworkers, who provided valuable Despite her repeated requests, no wage increase was granted
support and shared their experiences and difficulties in throughout the year. This left her feeling increasingly
the classroom. She said, “So, we together sorted out those. frustrated, particularly as she became aware that many of
Learning from students and my coworkers are also what I her peers in non-teaching jobs were earning much higher
enjoyed practically.” salaries. As a result, it became increasingly difficult for her
Furthermore, positive in-class experiences and good ratings to maintain her status as a respected university professor.
from her students increased B’s sense of enjoyment and “Also, when I realized it’s difficult to get a decent life with this
success in teaching. She felt that her efforts had paid off when limited income when my known people or friends who don’t
she heard from her students that they missed her classes have skills or experience like me but getting smart salary
after she left the job. B’s hard work and dedication paid off frustrated me,” she expressed. She even went as far as raising
when she was rated as a very good teacher by her students the issue of salary and other facilities to the management,
during a teacher evaluation conducted by the university. As but it was ignored. “At one point, I raised the issue of salary
she stated, “I think I was successful as I got to know from and other facilities to management, but they ignored it. This
my students how they were my classes and also when I left made me so angry that I decided to leave asap.”
the job, they said they missed my classes a lot. Once our Lecturer B was dissatisfied with her salary and the fact that
university did a teacher’s evaluation sending a form to the she had not been promoted despite meeting all the necessary
students and students rated me as a very good teacher.” requirements. Her disappointment was compounded when
Universal Library of Languages and Literatures Page | 14
 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
festival bonuses were discontinued during the COVID-19 university lecturers examined in this study, however, fall into
pandemic. Her workday became longer, and she began to a third category. They began teaching from the perspective
feel that job security was lacking. “I did not get promotion of long-termism as engaged persisters, but the numerous
though all requirements I fulfilled, but the reasons shown negatives in the profession turned them into “competence
to me were ridiculous!... I used to get two festival bonuses, nomads” as they left teaching to pursue non-teaching
but that’s also stopped since the COVID-19 pandemic,” she positions after a short period of four or five years.
said. She even believed that the myth of teaching being a less The study notes that both lecturers A and B entered the
stressful profession than others was untrue. “Truly speaking, classroom with high intrinsic motivation, which is typical
there is no job security... Another myth is there which I of school teachers worldwide (Watt & Richardson, 2008;
really believed before coming to this job that is teachers Heffernan et al., 2019; Roness & Smith, 2010; Reeves &
can get more relax, free time and have less stress than other Lowenhaupt, 2016). According to the literature, factors
professionals. But in reality, I found it an absolutely wrong that relate to intrinsic motivation include educational,
idea.” She left her position, but her provident funds, which experienced, social, and altruistic factors. The study finds
were deducted from her salary every month, have yet to be that both lecturers emphasized the nobility of teaching as a
paid to her. social cause for their choosing teaching and as a vehicle for
During COVID-19, when the well-being of teachers was the growth of self and society. Altruistic and social benefit
disregarded, her disillusionment grew. She was required to motivations were also found to be significant factors that
physically attend the university even during lockdown and push people to school teaching (Watt et al., 2012, cited in
requested flexible working hours due to health risks, but Smith & Ulvik, 2017). Furthermore, the study reveals that
the authorities did not heed her concerns. “So I demanded lecturer A made a self-selection of university teaching out of
for flexible working hour and also raised the health risk for his long-held passion for the profession, while lecturer B took
COVID-19 which may increase if I go to office regularly…. So, I up university teaching following a social selection suggested
wanted to continue classes from home as its online. Authority by her NGO supervisor and others.
didn’t pay heed to it.” In certain developed nations such as Germany, Norway, and
Finally, when her trust with the management was broken the United States, financial gain is not the primary motivating
and her self-dignity was compromised, her disillusionment factor for individuals who pursue careers in the teaching
reached an unbearable level. She required an experience profession; they are content with decent salaries (Watt &
certificate to apply for scholarships overseas, but the Richardson, 2008; Heffernan et al., 2019; Roness & Smith,
university administration accused her of deceit and refused 2010; Reeves &Lowenhaupt, 2016). The private university
to provide it. As a result, she resigned from her position, lecturers participating in this study did not enter teaching for
stating, “Authority and registrar office did not want to monetary gain either, despite receiving low salaries that did
provide me that document willingly rather they suspected not cover their basic expenses. Both lecturers were committed
I had intention to move on for a new job and trying to trick to the growth of their teaching careers and participated
them. After all my loyalty and service in the institution, such in teacher training and further education to achieve their
behavior was unexpected. So, for my self-dignity I decided to career aspirations, which is a reason why individuals choose
leave the job.” teaching as a profession (Watt et al., 2012 cited in Smith &
Ulvik, 2017). They relied on internal motivation to remain
DISCUSSION positive and believed that they were making a difference in
The present study investigates the quitting behavior of their students’ lives (Gu and Day, 2013). Their unwavering
private university lecturers, A and B, and explores the commitment to their students, who reciprocated with love,
reasons behind their decision to leave teaching. The study respect, and success, enabled them to continue teaching for
utilizes the four-stage career quitting model proposed by four to five years.
Smith and Ulvik (2017) and Gallant and Riley (2014, p. 562), However, both lecturers eventually lost hope in their
which includes perception and passion for teaching, reason prospects as private university lecturers due to the multiple
for entering teaching, experiencing teaching, and abandoning setbacks of the profession. Promotion, which is a significant
teaching. The authors note that the pathogenic perspective, motivator for university teachers to remain in the profession
as explained by Yinon and Orland-Barak (2017), provides a (Cook et al., 2009; Oleschuk, 2020), was not identified as a
framework for understanding the negativity associated with reason to quit by school teachers (Weiqi, 2007). Nonetheless,
private university teaching and its effect on quitting. the present study reveals that the decision of university
The study identifies two categories of teachers who leave professors to abandon teaching was influenced by their
inability to progress.
teaching: “engaged persisters,” who continue teaching
throughout their lives (long-termism), and those who try The quality of interpersonal relationships at work is often
teaching for a short period of time (short-termism) and, even a critical factor in determining how long teachers remain
if they are successful, leave teaching. The two former private in the classroom (Beahm et al., 2021; Dempsey et al., 2021;
Universal Library of Languages and Literatures Page | 15
 Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A
Narrative Study
Kim & Asbury, 2020). This study indicates that different LIMITATION OF THE STUDY
departments have varying collegial relationship dynamics.
As the present study is limited by its focus on the experiences
While lecturer B of the English department was delighted
of only two former private university lecturers, and therefore,
with the camaraderie among colleagues, lecturer A of the civil
the findings are not generalizable. To establish a more
department was troubled by the hostility in the department.
comprehensive understanding of the phenomenon of early
The reprehensible conduct of the university administration career teacher attrition in private universities in Bangladesh,
was a source of revulsion for both lecturers. The behavioral it is recommended that a quantitative investigation be
and interpersonal factors exhibited by the university conducted to provide an objective assessment.
management that contributed to their decision to terminate
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Citation: Md. Saiful Alam, Adelina Asmawi, “Exploring Early Career Teacher Attrition and Career Switching in Higher
Education: A Narrative Study”, Universal Library of Languages and Literatures, 2023; 1(1): 08-19.
Copyright: © 2023 The Author(s). This is an open access article distributed under the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited.

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