“I am out” – How systemic challenges overpower intrinsic motivation for teaching? A case of mathematic elementary school teacher from Serbia

Abstract

The teacher retention crisis continues to deepen, with teacher education programs struggling to attract new candidates and the profession facing an aging workforce. Schools are experiencing increasing difficulties in filling vacancies, particularly in STEM subjects, where shortages are most pronounced. As experienced teachers retire, the demand for new educators grows, yet the profession remains undervalued, leading to concerns about the long-term sustainability of the education system. This study is part of an ongoing ethnographic research project initiated in 2023, exploring challenges in teacher retention. A qualitative approach was adopted, with data collected from a recorded meeting between one primary school teacher in Serbia and two members of the school's psychological-pedagogical service. The conversation was analyzed using reflexive thematic analysis, identifying key arguments shaping decisions to leave the teaching profession.Teacher emphasized student indiscipline and parental helplessness as major sources of frustration, as well as the increasing availability of alternative career opportunities that offer better working conditions. Leaving the profession was perceived as a way to protect personal mental health. On the other hand, school support service focused on the notion of teacher responsibility in managing classroom discipline and reinforced the idea of teaching as a noble calling. The predominant retention strategy— reminding a teacher of their initial motivation and sense of purpose—proves insufficient in the face of perceived challenges. Findings highlight the urgent need for societal shifts in teacher perception and status, alongside structural reforms to attract and retain skilled educators. Without these changes, intrinsic motivation alone cannot offset growing dissatisfaction, underscoring the need for policy interventions in working conditions and professional recognition