Teacher demotivation and high teacher turnover undermine the quality of education provision globally. We adopt a theory-integration approach to develop a Demotivation Framework which incorporates empirically confirmed correlates of teacher burnout and turnover to model the transition from high motivation and job engagement to low motivation, burnout, and teacher turnover over time. We illustrate how the framework can be used to analyse existing data on teacher wellbeing and turnover using evidence from early childhood educators in northern Ghana, and we outline how it can guide longitudinal data collection to more fully capture the dynamics of motivation, burnout, and exit. The framework offers a structured foundation for future empirical research and policy interventions aimed at strengthening teacher retention and instructional quality.
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