Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Abstract

Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota

“…Teacher retention has arguably been one of education's greatest issues throughout the last decade (Palma-Vasquez et al, 2022). The most recent school pulse panel reported 53% of United States schools were understaffed entering the 2022-2023 school year (IES, 2022).…”

“…The most recent school pulse panel reported 53% of United States schools were understaffed entering the 2022-2023 school year (IES, 2022). Instability in the teacher workforce can limit resources and divert schools' focus from educational advancements (Palma-Vasquez et al, 2022), particularly in already disadvantaged schools (Goldhaber & Theobald, 2022;Williams et al, 2021). In other words, schools are not able to advance student learning while constantly onboarding due to teacher turnover.…”

“…Such challenges are further compounded as less experienced teachers tend to replace more experienced peers (Feng & Sass, 2012;Haddad et al, 2021;Ingersoll & Smith, 2003). At the school level, instability may take the form of teacher attrition, evidenced by teachers leaving the profession, or teacher mobility, manifested by teachers moving to a different school (Palma-Vasquez et al, 2022). leave (Igo & Perry, 2019;Lemons et al, 2015;Solomonson & Retallick, 2018;Solomonson et al, 2019;Solomonson et al, 2021;Solomonson et al, 2022;Sorensen et al, 2016).…”

Current situation and influencing factors of each turnover of kindergarten teachers – a questionnaire survey

“…The kindergarten teachers in Hubei province had a 29.7% turnover rate ( Gong et al, 2020 ). Teachers’ first jobs in Chile lasted only 3.1 years, and 20% of teachers left the teaching profession during their 5-year internship ( Palma-Vasquez et al, 2022 ). Approximately 50% of teachers leave within the first five years of employment in America, England, and Australia ( Ewing and Manuel, 2005 ; Borman and Dowling, 2008 ).…”

“…Teachers’ stability and orderly turnover could be more conducive to education health and sustainable development ( Avalos and Valenzuela, 2016 ). Furthermore, some studies divide teacher turnover indirectly and directly ( Palma-Vasquez et al, 2022 ). Indirect turnover refers to the possible rotation or abandonment of teachers in the future, which indicates the teachers’ turnover intentions.…”