Andrea Stringer: September 2022

Years ago, a friend shared that, as a teenager, others would talk about moving out of home and living together. She thought that was something people did after reaching a certain age. However, this was not her parents’ view. She was told that if she left home, she would not be welcomed back—simple as that. At the time, she accepted this because no one in her family had ever moved out except to get married. It was a family expectation, and she didn’t feel secure enough to push the boundary or take the risk.

As a parent, I am reminded of that story more often these days. I view my child moving out as a symbol of independence. They broaden their perspectives by living with others, acquire new skills such as paying bills and budgeting, and gain new experiences by living with peers. Yes, I would miss them, but it’s about them, not me. Although living in Sydney does not provide affordable housing for young single adults, and the likelihood of my children moving out is low, I would not view it negatively. My colleague’s parents may have perceived a child leaving home as a sign of unhappiness or discontentment within the family. In my case, I would view it as a strength of my child, not an indication of something lacking at home. I suppose it’s all about perspective.

I recently attended an ACEL presentation, “A synthesized model of teacher turnover” by Dr Hugh Gundlach. He and Gavin Slemp spent four years working on a meta-analysis on teacher turnover. This was of particular interest given our current situation in New South Wales and my research into supporting early career teachers. I’d like to highlight one of Hugh's points from his presentation: “Let them leave well.” He unpacked this idea by asking whether school leaders provide teachers with a positive experience when they depart a school. The data presented indicated that teachers join the profession because of their passion for learning, working with young people, contributing to society, and salary. Given the current situation, I am curious whether contributing to society and salary have changed as motivating factors.

In my experience, individuals leave teaching—or leave a particular school—for several reasons: lack of stable employment, a partner's job transfer, or the responsibility of caring for ageing parents. Some also leave to learn, grow, and gain experience in other contexts or fields. I was once told that sometimes you need to “move to improve” or “go to grow.”

I recognise that an effective teacher leaving a school is detrimental to students and the school community, and it increases the principal's responsibility to recruit new staff. This is especially challenging given the current teacher shortage. I am drawn back to the number one reason teachers leave or stay in the profession: job satisfaction. From the data findings, Hugh shared several questions principals could ask.

Was the teacher’s departure voluntary?
Is the teacher’s departure a loss for the school?
Could the school have done anything to prevent the departure?

Now, before anyone questions why the school or principal is responsible, it is crucial to acknowledge what is within one’s control. Responses are pivotal, but what struck me most was the statement, “Let them leave well.” Stories were shared about supporting colleagues to gain unique experiences and learn in different environments. We heard from one participant about a school that could not provide a particular opportunity but assured the teacher that they were always welcome to return—and eventually, they did.

Teacher retention is of the utmost importance, and while some believe that new government initiatives will help, I fear they may backfire. Teachers need an increase in salary and a decrease in workload, but above all, they need to be respected as professionals.

When support is lacking, I believe schools and leaders will be forced to develop long-term strategies. For example, there may not be a current opportunity, but by ensuring a “leave well” experience, teachers may return in the future with new knowledge and insights to share. As the findings suggest, there is less research on moving schools than on leaving the profession altogether, and less research on factors such as social approval, career structure, and wellbeing.

The persistent lack of professional respect may stem from government actions or inactions, society’s limited understanding, negative media coverage, and unfavourable working conditions—all of which require attention. Unfortunately, principals and leaders often have limited options. However, one thing they can do is ensure that the classroom door remains ajar by helping effective teachers leave well.

Leaving is not necessarily a reflection of the family or school environment; sometimes it occurs due to circumstances, or out of a need for independence, wellbeing, or personal growth. If teachers leave on a positive note, they may be encouraged to return to the classroom or to the school in the future.

Always curious,