Turnover of Teachers in Highland Schools: From the Narratives of School Heads

Education

Teacher turnover in highland schools presents a persistent challenge that significantly impacts the continuity and quality of education in geographically isolated areas. This qualitative study explores the lived experiences and insights of school heads to uncover the underlying causes, patterns, and implications of teacher turnover in highland settings. Using narrative inquiry as the primary research approach, the study gathered rich, contextual data from selected school heads through semi-structured interviews. Thematic analysis revealed several contributing factors to turnover, including geographical isolation, lack of professional support, inadequate compensation, family-related decisions, and limited opportunities for career advancement. School heads also shared coping strategies, such as community integration programs, localized recruitment, and emotional support systems for newly deployed teachers. The findings highlight the need for more responsive and localized educational policies that address the unique challenges of highland teaching environments. Ultimately, the study calls for a collaborative effort between educational authorities and local communities to improve teacher retention and ensure sustained learning outcomes for learners in remote schools.

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