Influences on teacher retention: A qualitative study in Myanmar basic education schools

This study examines the factors influencing teacher dissatisfaction and attrition in Myanmar's Basic Education schools, focusing on compensation, working conditions, job satisfaction, and self-efficacy. Despite challenges, intrinsic motivators like passion for teaching and professional confidence help retain educators. Using a qualitative phenomenological approach, the research explores the lived experiences of 23 public school teachers, integrating Herzberg’s Two-Factor Theory, Self-Determination Theory, and Bandura’s Social Cognitive Theory to analyze how extrinsic barriers (low pay, poor conditions) and intrinsic motivators shape retention decisions. Data collected through interviews were analyzed using inductive thematic analysis. Findings reveal that in Myanmar’s public schools, teacher retention hinges more on self-efficacy (classroom confidence and decision-making involvement) and intrinsic motivation than compensation, despite severe resource shortages, calling for systemic empowerment strategies beyond salary adjustments. The study calls for policy reforms, including better salaries, equitable professional development, and improved working conditions, especially in rural and ethnic areas. This research contributes to the global dialogue on teacher retention by offering context-specific insights from a developing nation.