‘I was a teacher, I was grateful, but it wasn't enough’: A case study of one alternatively certified teacher's decision to leave the profession in Türkiye

Abstract

Teacher shortages are a global concern, particularly in terms of why teachers leave the profession. While Türkiye currently has a surplus of around 500,000 qualified teachers waiting to enter the profession – with many having completed their qualification via alternative routes – around 2100 teachers have left the profession each year for the last three years. This case study explores how one such teacher developed their professional identity as a teacher, as well as why they subsequently left the profession. Via narrative inquiry, one long-serving theology teacher's journey is examined, revealing how despite having had positive experiences during their induction period, external factors ultimately influenced their decision to leave the profession, including financial strain (i.e., rate of pay not meeting the cost of living), pandemic workload, and teaching philosophy incongruence. These challenges highlight the need for systemic support; accordingly, the study emphasizes the role of supportive professional networks and improved working conditions in teacher retention. This study also finds that sociocultural factors heavily influence the professional identity development of alternatively certified teachers, suggesting the need for greater support for these, and other, teachers brought about on the levels of professional communities and policy.