Influences on teacher retention: A qualitative study in Myanmar basic education schools
Wynn Marlar, Junchao Zhang & Hassan Zahoor
Abstract
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.
Keywords
teacher retention, self-efficacy, job satisfaction, compensation, resources
Author information & Contribution
Wynn Marlar. Corresponding author. School of Education, Huazhong University of Science and Technology, Wuhan, China. Email: wynnmarlar.lin@gamil.com
Junchao Zhang. School of Education, Huazhong University of Science and Technology, Wuhan, China. Email: zhangjunchao@hust.edu.cn
Hassan Zahoor. School of Education, Huazhong University of Science and Technology, Wuhan, China. Email: zahoorhassanofficial@gmail.com
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines set by the School of Education, Huazhong University of Science and Technology. The conduct of this study has been approved and given relative clearance(s) by the school of Education, Huazhong University of Science and Technology.
AI Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Deep Seek in getting concepts and summarizing key points and QuillBot in paraphrasing ideas. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
Acknowledgement
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Cite this article:
Marlar, W., Zhang, J. & Zahoor, H. (2025). Influences on teacher retention: A qualitative study in Myanmar basic education schools. International Journal of Educational Management and Development Studies, 6(3), 52-78. https://doi.org/10.53378/ijemds.353232
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