TEACHER TURNOVER INTENTION IN THE POST-PANDEMIC ERA: A SCOPING REVIEW OF EVIDENCE (2021–2026)
DOI:
https://doi.org/10.35631/IJEPC.1164071Keywords:
Job Satisfaction, Scoping Review, Teachers, Turnover Intention, Well-BeingAbstract
School productivity and teacher efficiency decline significantly due to rising teacher turnover intentions. Furthermore, teacher shortages compromise the quality of education and exacerbate both student learning deficits and teacher burnout. This scoping review aims to systematically assess current evidence regarding the influencing factors behind teacher turnover intention. Specifically, this study reviews literature published between 2021 and 2026 to investigate the primary drivers and underlying determinants of this phenomenon. A scoping review methodology was selected as it is uniquely suited for examining such complex and broad educational topics. Relevant literature was systematically retrieved from major electronic databases, including Scopus, ScienceDirect, and Web of Science. Following PRISMA-ScR guidelines 13 studies were included after screening 321 records, with data analysis to identify key patterns. Beyond identifying key drivers, this review highlights critical research gaps to provide a clearer understanding of the barriers within current literature. The findings indicates that teacher turnover intention influence by burnout, job demands, job satisfaction and organizational factors. These findings underscore the urgent need for a holistic approach to teacher job satisfaction and well-being. Addressing these factors is vital to increasing motivation, enhancing educational quality, cultivating supportive work environments, and mitigating the detrimental effects of burnout. Ultimately, this study provides valuable insights for stakeholders and institutional leaders, emphasizing the critical importance of developing targeted interventions for environments, teacher well-being, strategies to retain and policy frameworks to mitigate teacher turnover intention.
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