Untold Journeys: A Case Study of Attrition in Alabama’s Public School Teaching Workforce

Abstract

This exploratory multiple-case study investigates the crisis of teacher attrition among early childhood and elementary education graduates from Alabama-based teacher education programs (TEPs) who either avoided public-school teaching or left the profession within three years. The research, guided by Bandura’s social cognitive theory (SCT) and Maslow’s human motivation theory, utilized a qualitative design involving individual interviews with ten teacher leavers (TLs), and five TEP faculty members.

The findings reveal that attrition is a multi-faceted crisis rooted in systemic failures, coalescing around two overarching factors: effectiveness of support systems and a collection of barriers. Consistent with SCT, low self-efficacy, resulting from feelings of severe unpreparedness, was a major predictor of attrition. TLs consistently felt ill-equipped in crucial, non-academic skills, such as classroom management and addressing extreme student behaviors, with many citing a profound disconnect between their TEP theoretical coursework and classroom reality. TEP faculty corroborated this, noting that many instructors are too far removed from current Pre-K to 12 settings.

Financial and safety concerns, aligning with Maslow’s Hierarchy of Needs, were devastating barriers. TLs lamented the low salary and faced emotional and physical harm due to a pervasive lack of administrative protection against student aggression and school safety threats. Furthermore, state mandates like the Alabama Literacy Act imposed excessive and uncompensated administrative workloads, destroying their work-life balance.

The study concludes that attrition is driven by an unsustainable professional environment that fails to provide sufficient training, emotional safety, and competitive compensation. Recommendations include establishing a comprehensive data system to track TEP completers, reforming coursework to prioritize practical mastery experiences (e.g., paid year-long internships), and mandating formal, high-quality induction and mentoring programs for all new teachers.