Fast forward to freedom: Unveiling the realities of early retirement of teachers
List of Authors
  • Goh Kok Ming

Keyword
  • Early Retirement, Primary Schools, Education, Teachers

Abstract
  • Early retirement among teachers is on the rise, creating a shortage of experienced educators and potentially hindering the quality of education. This trend requires investigation into the reasons behind it and the development of effective strategies to retain teachers in the workforce. This qualitative study aims to explore the phenomenon of early retirement among teachers in primary schools, employing a case study approach and drawing upon theories such as Conservation of Resources (COR) theory, Social Identity Theory (SIT), and the Beehr Retirement Model. Through purposive selection of a resourceful participant and qualitative data synthesis, the study uncovers the multifaceted nature of factors influencing teachers' decisions to retire early. Key findings reveal that organizational challenges, including administrative burdens, workload, and dissatisfaction with school management, significantly impact teachers' retirement intentions. Personal considerations such as health concerns, work-life balance, and career satisfaction also play pivotal roles in shaping early retirement decisions. Proposed interventions to address these challenges include fostering a positive organizational culture, providing career advancement opportunities, and prioritizing health and safety measures to mitigate the adverse effects of early retirement on the education field. The study advocates for collaborative approaches involving policymakers, educational stakeholders, and teachers to formulate and implement policies that value teacher perspectives and expertise, ultimately improving educational outcomes. In conclusion, this study provides valuable insights into the complexities of early retirement among primary school teachers, emphasizing the necessity for comprehensive strategies to address organizational, personal, and systemic factors influencing early retirement intentions. Recommendations for further research suggest involving participants from diverse backgrounds to generate a more comprehensive understanding of teacher early retirement dynamics.

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