Drivers of burnout and turnover among Queensland educators: A mixed-methods study

Teacher retention and burnout among primary and secondary school teachers in Queensland are pressing issues, with turnover rates exceeding the number of new teachers and contributing to workforce shortages. While most research on burnout and career turnover has focused on internal factors such as self-efficacy and resilience, fewer studies have examined the impact of external factors, particularly organisational support. This study surveyed 431 Queensland teachers to assess their perceptions of organisational support, burnout levels, and turnover intentions. Using a mixed-methods approach, quantitative data were analysed through hierarchical regression to explore key relationships; qualitative data were examined using inductive thematic analysis for deeper insights. Findings reveal that high burnout and low organisational support predict turnover intentions at all career stages; the final model explained 51% of the variance in turnover intentions. The thematic analysis identified five key drivers of turnover: workload, support, health, lifestyle, and respect, with 27% of participants indicating plans to leave the profession within the next five years. Although based on a cross-sectional study, these results offer helpful guidance for policies and interventions to improve teacher wellbeing and retention by easing workload demands and strengthening organisational support. • High burnout is associated with increased turnover intentions among teachers. • Lack of organisational support increases burnout and turnover. • Excessive workload and lack of resources are driving burnout. • Younger teachers and those in teaching roles are more prone to burnout. • Expanding support beyond early-career stages may reduce burnout.