Abstract

Early-career teachers (ECTs) are often perceived as the most vulnerable group when it comes to retention and attrition (RA) in the education sector. This qualitative study explored the ecological factors influencing RA of ECTs in Bhutan. The researchers used convenience sampling to gather the data from 15 Bhutanese ECTs, including both those who chose to stay in the profession and those who opted to leave, through semi-structured interviews and focus group discussions. The thematic analysis revealed three ecological factors–individual, micro, and macro levels–are likely to influence the RA of Bhutanese ECTs. At the individual level, ECTs’ decisions to continue teaching were driven by personal motivation and a sense of obligation, while their choices to leave were influenced by personal aspirations. Likewise, at the micro-level, while interpersonal relationships with family and friends influenced ECTs’ decisions to stay in the profession, they did not contribute to their attrition. Finally, at the macro level, ECTs’ decisions to remain in the profession were shaped by perceived favorable policies and mandatory regulations, while their choices to leave were influenced by perceived unfavorable policies. The study concludes with both theoretical and practical implications, along with recommendations for future research.