Why Are They Leaving?

 

Why Are They Leaving?

A Critical Reflection on Resignations in Private Educational Institutions

              At our “excellent opportunity for growth” institution, over the course of the last five months we have seen a very unusual trend: resignation after resignation. A steady stream of talented, dedicated, and formerly optimistic faculty leaving. To the casual eye, it seems perplexing. Why would anyone willingly leave a place that offers professional development, academic freedom and exposure?

But dig deeper, and the cracks begin to show.

 

The Myth of Opportunity

          On paper, everyone is sparkling: seminars, committees, leadership roles, NAAC prep, student mentoring. But who’s getting these opportunities? In fact, only a privileged few are authorized to carry out tasks (typically the politically-favored or the near-to-power). The rest? They sit on the sidelines, becoming increasingly disengaged, mentally unemployed, and invisible to the very structure they sought to support.

Growth without inclusion is a hollow promise.

 When Silence Becomes Culture

      The office starts to decay not because of vicious infighting but simply because of silent discontent. Professors who think that no one listens to them, lets alone uses them, don’t say things. They come, they nod, they go. Passion erodes. It's not always about money or workload. At times, it is the lack of meaning in what one is doing every day.

An institution that does not ask ‘Are you okay? What would you like to contribute?’ is already shedding its people — even if they haven’t resigned yet.

 Responsibility: A Privilege, Not a Burden

           The theory that people leave because they’re “overloaded” is partially correct. Many leave because they never get anything big to work on. We are wired to find a purpose. When good minds are not put into trust, they start to question their space. Finally, resignation is no longer about escapism, but about dignity.

Is This Only About Money?

       Yes, money does matter. If the salaries are low, delayed or not commensurate to the work you do, it would automatically lead to a discontent. In private schools, where salaries often are not structured and can be piecemeal, higher offers start looking like they might make sense. But the reality is, most don’t leave simply because another job offers a bigger paycheck — they leave when low pay is also coupled with feeling like they’re not heard, don’t have an impact or don’t feel appreciated.

  Are We Listening?

      Let’s be honest. Faculty do not resign overnight. It begins with disillusionment, with loneliness, with feeling invisible. When a teacher starts to wonder if he or she even matters, the clock is ticking. They may smile. They may perform. But behind the scenes, they are walking away. Let’s be honest. Faculty members don’t submit their resignations overnight.

 The Vicious Cycle

            Ironically, after resignations, organizations freak out. New hires are brought in. Band-aids are applied. The cycle restarts. But the real wound is longer term: the absence of a nurturing, empowering, inclusive culture. If an institution treats its faculty as if they were background staff, it may not use the label “academic.”

 

A Wake-Up Call for Educational Leaders

Leadership is not just about delegation; it’s about recognition, trust, and sharing space.

Want to stop the resignations?

Then start listening. Start involving. Start respecting. Give responsibilities—not just to the “chosen ones”—but to all who are ready to contribute.

Because people stay where they are seen.

And they leave when they feel they’re just filling a chair.      

 

IRSHAD AMEEN K

Assistant Professor

DCMS

ACAS