A systematic review of TVET teacher retention, attrition, and factors influencing teachers’ intentions to stay in the teaching profession

Abstract

Although teacher retention is critical to the quality and sustainability of technical and vocational education and training (TVET), many teachers face pressures that weaken their intentions to remain in the profession. Guided by PRISMA 2020, this systematic review screened 661 records and synthesized 16 empirical studies identified through Web of Science, Scopus, EBSCOhost, and Google Scholar, with three identified outside database search. Eligible studies were published between 2020 and 2025, written in English or Malay, focused on in-service TVET teachers, and addressed teacher retention or closely related outcomes such as motivation, job satisfaction, professional identity, engagement, or professional development. Methodological quality was appraised using the Mixed Methods Appraisal Tool, with included studies showing moderate to high quality overall. The findings suggest that TVET teacher retention is shaped by the interaction of personal resources, institutional conditions, and labor-market pressures. Supportive leadership, collegial relationships, recognition, career fit, and opportunities for development were associated with stronger satisfaction, engagement, and intentions to remain, whereas stress, heavy workload, weak support, limited advancement, and attractive employment alternatives outside education were associated with stronger leaving tendencies. The review highlights the need for context-sensitive, evidence-based strategies, particularly to address workload, leadership support, career pathways, and targeted professional development.