In 2001, it was extended from 55 to 56 years. Then, in 2008, after seven years, it was extended again from 56 to 58 years. Four years later, in 2012, the retirement age was raised once more, from 58 to 60 years. In 2019, the then Chief Secretary to the Government announced that there was no intention to further extend the retirement age from 60 to 65.

However, more recently, the Prime Minister, Datuk Seri Anwar Ibrahim, stated that the proposal to extend the retirement age to 65 deserves serious attention and consideration.

The Ministry of Education (MOE) is committed to ensuring that teachers serve until the end of their tenure. Nevertheless, the Deputy Minister of Education, Wong Kah Who, recently revealed that since 2022, the ministry has received more than 5,000 applications for early retirement annually.

Notably, 2022 marked the post-pandemic era after the introduction of home-based teaching and learning (PdPR).

The education sector was among the hardest hit by the COVID-19 pandemic, which brought sweeping changes to teaching and learning worldwide, including in Malaysia.

The enforcement of the Movement Control Order (MCO) meant that face-to-face learning was prohibited, and teachers and students were required to implement PdPR. PdPR, conducted either online or offline, was structured and planned, but its implementation depended heavily on digital devices and internet access.

New chapter in classroom delivery

This shift opened a new chapter in classroom delivery, yet it posed significant challenges for teachers with limited technological skills. In today’s digital age, teachers are expected to master technological tools and platforms to deliver effective lessons.

For those lacking these competencies, adapting to such rapid changes was daunting. The demand to manage devices, applications, and platforms increased teachers’ workload, creating feelings of uncertainty and discomfort for many.

Such challenges led to declining interest in the profession, which has been identified as a major reason for early retirement.

This growing trend is worrying. The National Union of the Teaching Profession (NUTP) attributes it to an increasing burden of non-teaching tasks.

With more teachers opting for early retirement, NUTP has raised concerns about the seriousness of this issue if left unaddressed.

The union highlighted that the pandemic, coupled with online teaching and additional non-teaching responsibilities, intensified the pressure on teachers. Furthermore, poor internet connectivity compounded the problem.

Teachers have reported heightened stress, not only because of disrupted teaching and learning but also due to additional pressure from some parents. Many are also worried about their physical and mental health.

Some teachers even prefer conducting tuition classes, as it allows them to focus on teaching, earn additional income, and spend more time with their families.

However, the placement of new graduates (ISMP) cannot solve the shortage immediately, as they require time to adapt to the school system before becoming effective educators.

One of NUTP’s key suggestions is to introduce teaching assistants in schools to help ease the workload.

Factors driving early retirement of teachers

A local study identified eight factors influencing early retirement among secondary school teacher leaders: weak ICT skills, health problems, role conflict, financial stability, career satisfaction, the desire to spend time with family, the pursuit of meaningful activities, and the exploration of other career opportunities.

Teachers face considerable stress from heavy workloads, ineffective management, and the psychological toll of navigating a challenging education system. This stress can result in burnout, pushing teachers to retire early in search of balance.

A literature review also highlights how excessive workloads and additional non-core duties exacerbate the problem. On average, teachers reportedly spend 64.1 hours a week on their responsibilities – 39.5 hours (61.3 per cent) on academic matters and 24.6 hours (38.7 per cent) on non-academic tasks.

Frequent curriculum changes, shifts in teaching approaches, and an evolving educational landscape also affect teachers’ motivation and satisfaction. Teachers who struggle to adapt may ultimately choose to retire early.

The MOE should avoid introducing inconsistent policies that unnecessarily increase syllabus density and teacher burden. Instead, it should strengthen existing programmes and policies.

Stress stemming from workloads, management issues, and systemic challenges has pushed many teachers toward burnout and early retirement. The increasing reliance on technology has further reshaped teaching roles, and those unable or unwilling to adapt may feel irrelevant in the profession.

The MOE’s previous steps – such as abolishing non-essential competitions and events, and strengthening teacher autonomy in lesson planning, teaching, and classroom-based assessment (PBD) – were positive, as they allowed teachers to focus on students’ unique potential and talents. However, these initiatives must be fully realised and implemented across the education system.

Moreover, the longstanding proposal to introduce teacher assistants must not remain rhetorical. It should be executed immediately to effectively reduce the burden currently shouldered by teachers.

-- BERNAMA

Assoc Prof Dr Abdul Halim Abdullah is from the Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia (UTM), Johor Bahru, Johor.