SILENT EXODUS: WHY HIGH-PERFORMING TEACHERS LEAVE SCHOOLS

This study investigated the structural and cultural determinants driving the attrition of high-performing teachers from the Philippine public school system, focusing on their lived experiences rather than statistical trends. Using a qualitative narrative inquiry design, the research examined how institutional structures, professional demands, leadership practices, and evaluation systems shaped teachers’ decisions to resign. Data were gathered through in-depth, semi-structured interviews with teachers who had received Outstanding or Very Satisfactory RPMS ratings prior to resignation. Narrative and thematic analyses revealed that attrition was driven by the cumulative burden of non-teaching administrative work, the persistent failure of reciprocity for exemplary performance, and the erosion of professional identity. These findings are consistent with existing research linking workload intensification, accountability systems, and weakened professional autonomy to teacher burnout and turnover. Further, a toxic school climate characterized by surveillance, compliance-driven leadership, and documentation-focused evaluation (RPMS) intensified burnout and professional cynicism. Ultimately, resignation emerged as an act of self-preservation, confirming prior evidence that high-performing teachers leave not because of diminished commitment to teaching, but due to unsustainable organizational conditions. The study concludes that retaining high-performing teachers requires systemic reforms that prioritize instructional work, meaningful professional support, and humane leadership practices.