The influence of teacher salary, attrition patterns and relationship building in primary schools on the perspectives of University students in Malta

Abstract

This qualitative, phenomenological study investigates how teacher salary, attrition patterns, and relationship-building practices influence the perspectives of university students enrolled in the Master in Teaching and Learning (MTL) programme at the University of Malta. Data were collected through semi-structured interviews with six participants and analysed thematically and framed within Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory. While participants consistently expressed deep intrinsic motivation and viewed teaching as a meaningful vocation, they also recognised that passion alone is not enough to sustain a long-term career. Concerns emerged around inadequate salaries, high early-career attrition, elevated stress level, and insufficient systemic support, factors that shape professional identity and career trajectories. Despite these challenges, students described powerful and positive experiences with pupils and families, highlighting how relational connections brought purpose, strength, and joy to their emerging roles as educators. Thematic findings highlighted concerns around fair pay and respect, sustaining passion and identity, navigating societal undervaluing, teacher attrition, calls for systemic change, the emotional labour of building relationships, the need for practical tools in teacher education, and the tension between vocational commitment and economic precarity. The study concludes that while strong emotional and relational motivations can sustain future teachers, practical conditions—such as fair pay, professional recognition, and wellbeing support—are essential for long-term retention. The study calls for reforms that balance emotional fulfilment with structural improvements, offering insights for policymakers and educators working to strengthen teacher recruitment and retention in Malta.