The silent killer for school leaders emerging from the pandemic.

In the wake of COVID-19 and amid persistent teacher shortages, school leaders face a new challenge—teachers who are staying, but only just. Rather than leaving the profession entirely, some quietly withdraw. They arrive on time, complete tasks, and meet their job descriptions—but nothing more. This pattern, often called silent quitting, is a symptom of deeper professional discontent.

When teachers disengage emotionally, they lose the spark that brought them to the profession. Their passion fades. The energy that fuels collaboration, creativity, and connection begins to drain. While it may seem like a low-risk choice, silent quitting carries a cost—for individuals, teams, and students.

Before slipping into survival mode, teachers should pause and reflect. What’s missing? Is the workload unsustainable, is the leadership unsupportive, or has the role lost its purpose? A quiet retreat might seem easier than a difficult conversation, but it rarely leads to resolution. Talking openly with a principal or trusted colleague may uncover options—adjustments, opportunities, or a shift in direction.

Staying in a job while mentally checking out limits growth. It undermines the sense of professional identity that comes from doing meaningful work. It also impacts colleagues, who pick up the slack or struggle with uneven team dynamics.

Silent quitting is not a long-term strategy. It may be a signal to re-engage, renegotiate, or reposition. For leaders, it’s a reminder to create space for staff voice, support, and reflection—before silence becomes the norm.

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Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

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Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden