The Unfolding of Careers: Examining Why Expat English Language Teachers Quit the Profession

Abstract Teacher attrition negatively impacts teachers, learners, schools, and educational systems. However, language teacher attrition research remains scant compared to general education studies, particularly so with expatriate TESOL professionals. Thus, the purpose of this study is to analyze and interpret why expatriate language teachers leave the field of TESOL. Using the unfolding model of voluntary turnover, a well‐established model from organizational psychology, the study qualitatively analyzes interviews and written narratives from 15 former expatriate TESOL professionals, explaining the paths followed in their decisions to quit teaching English and demonstrating the specific events and dissatisfaction associated with their attrition. The methods provide a theoretically informed approach for future research into language teacher attrition. The study also discusses how, for some participants, the progressive deterioration of professional identity lessened commitment to the profession, a finding underscored by the lack of desirable job prospects and a dubious perception of TESOL as a viable long‐term career. The study proposes that attrition among expatriate language teachers can be mitigated through incentives to recruit professionally minded teachers, greater institutional support, early and continuous professional development, and a focus on professional identity and career growth. As one of the first studies to examine expatriate TESOL teacher attrition, it aims to convey the importance and possibilities of keeping talented teachers in the field.