On the Edge of the Profession: Examining Factors Influencing Teachers' Motivation and Retention in the Profession in Disadvantaged School Environments

This study explores the sources of teacher motivation, factors supporting long-term professional commitment, and risks contributing to attrition in a primary school in a disadvantaged village in northeastern Hungary. Using a qualitative methodology, eleven semi-structured interviews were thematically analyzed, focusing on motivation, professional dedication, emotional burdens, supportive relationships, and signs of burnout. Findings indicate that teachers are primarily driven by intrinsic and altruistic motivations, including the joy of monitoring student progress, the moral dimension of their work, and feedback from the school community. Protective factors include faculty cohesion, supportive leadership, and student recognition, whereas burnout, lack of parental cooperation, and low social esteem present significant risks. Sustaining teacher motivation and retention requires multi-level interventions: beyond individual awareness, a supportive institutional culture, leadership recognition, and systematic professional and mental health support are essential. The study highlights that teachers in disadvantaged schools are central not only to equalizing student opportunities but also to safeguarding their career persistence, underscoring the need for targeted educational policy interventions such as mentoring, supervision, collaborative professional learning, and broader recognition of teachers’ social mission.