Factors influencing teacher attrition and job dissatisfaction in a bilingual learning program for young learners at a binational center in Cali, Colombia

Abstract

This study explores the factors influencing teacher attrition and job dissatisfaction in a bilingual English program for young learners at a binational center in Cali, Colombia. The study used a mixed-methods approach with a concurrent triangulation design, data were collected through surveys administered to former teachers and focus groups with current teachers and academic-administrative staff. Findings reveal that teacher attrition is primarily associated with work–life imbalance, burnout, and the emotional and physical demands of teaching young learners, particularly under weekend schedules. The study highlights the importance of addressing teacher well-being through structural and contextual changes rather than merely focusing on professional development. Based on these findings, the study proposes recommendations aimed at improving teacher support systems, enhancing job satisfaction, and fostering teacher retention in bilingual educational contexts.