Teacher turnover in Scotland: reluctant leavers, downscaling, and the limits of voluntary exit

High teacher turnover negatively affects both students and schools, yet research focuses predominantly on intentions rather than behaviour. This qualitative study examines how 63 teachers in Scotland navigated the transition from withdrawal intention to career action, applying the unfolding model of voluntary turnover and proximal withdrawal states analysis to semi-structured interview data. Analysis indicates that most departures unfolded through accumulated dissatisfaction over months to years rather than discrete triggering events, representing extended periods during which intervention remained possible. Critically, over two-thirds of those who left the profession were classified as ‘reluctant leavers’: teachers who exited despite sustained vocational commitment because workplace conditions had become untenable. Analysis of 27 teachers who had downscaled – reducing hours or relinquishing promoted posts – suggests that many such arrangements represent adaptive withdrawal rather than sustainable job crafting. These findings challenge the assumption that teacher-initiated exits represent voluntary choices, with implications for how retention strategies are designed and targeted.