A substantial proportion of student achievement is accredited to their teachers. It is vital for ministries of education at large, and schools in specific, to maintain teacher satisfaction and motivation, as research suggests these factors relate to performance and turnover.
Several factors have been noted as influencing decisions to pursue a career in teaching. These can include extrinsic motivations (such as job guarantee and holidays), intrinsic motivations (interest in the profession, personal satisfaction, and a desire for the profession), or altruistic motivations (the opportunity to support people and society). This motivation may influence teachers’ early performance but later on in their career, teachers have different perceptions regarding job satisfaction that impact their intention to remain in the teaching profession (teacher attrition) or the school (teacher retention).
Teacher attrition is a worldwide issue influencing many education systems, threatening their stability. Attrition can cause staff shortages, hinder the continuity of the learning experience, and has detrimental effects on student learning. Plans to leave the profession may be a result of teacher age; where older teachers nearing the age of retirement may have higher plans to leave the profession, or may be a result of job stress and dissatisfaction.
This brief will describe Jordanian teachers’ motivations for the profession, attrition and perceptions of the profession based on the 2018 National Teacher Survey.
- Nationally, the majority of teachers do not report passion for teaching as their main reason for joining the profession; with approximately 4 in 10 teachers reporting it as the main reason.
- Ministry of Education school teachers were the least likely to report passion for teaching as a reason for joining the profession (40%), compared to private and UNRWA teachers (approximately 50-55%).
- One in every 5 teachers reported plans to leave the profession in the next 5 years.
- Teachers’ most frequently reported reason for planning to leave the profession was low salary.
- Teachers largely believed the profession is undervalued in society; with more than 6 in 10 teachers disagreeing that the profession is valued.
- Male MoE teachers were generally the least satisfied and motivated for the profession, when compared to their female counterparts, and counterparts from UNRWA and private schools. They also reported the highest plans of leaving the profession within the next 5 years.