Review Article on Career Success, Collegiality, and the Attrition and Retention of New Teachers in the Teaching Profession

Abstract

Quality teaching and higher-level student performance are both positive indicators of quality education worldwide. Conversely, new teachers and low student performance are both negative aspects of quality education. A significant gap remains between improved student performance and new teacher attrition in the profession. The primary objective of this study was to examine the literature of selected articles and summarize the key information to inform future primary research. The literature review served as the research methodology in this study, where thirty-five articles were selected based on the keywords “new teacher attrition, collegiality, mentorship, new teacher retention, teacher commitment, workplace support.
Primary finding  indicates that collegial support and positive workplace perceptions are pivotal to teacher retention. Robust support systems such as mentoring, career guidance, and professional networks foster early-career commitment and sustainability. In contrast, inadequate support, heavy workloads, and low job satisfaction drive attrition. Enhanced autonomy and professional mastery further bolster long-term retention. For teachers in challenging, particularly urban, contexts, resilience and a strong professional identity are essential. Early career support strengthens both effectiveness and retention, while limited proficiency in emerging classroom technologies can undermine motivation and contribute to early departure from the profession. Finally, a lack of skills in applying emerging technologies in classroom teaching activities can demotivate new teachers and push them to quit the profession.
This study has significant implications for future educators, researchers, teachers, and advanced students, as it highlights the research gaps between the challenges faced by new teachers and the pursuit of high-quality education. Additionally, it serves as a valuable resource for reviewing literature on new teacher retention and attrition in educational institutions.