“Theorizing teacher mobility”: a critical review of literature

Vagi, Robert; Pivovarova, Margarita

doi:10.1080/13540602.2016.1219714

Cited by 31 publications

(30 citation statements)

References 44 publications

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“…Without such a theory, policies aimed at curbing teacher turnover will likely suffer from weak or misidentified theories of change, and ultimately, be ineffective. (Vagi & Pivovarova, 2017, p. 782)…”

Section: Herzberg’s Motivation-hygiene Theorymentioning

confidence: 99%

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Tran

Smith

2020

NASSP Bulletin

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Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.

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Section: Herzberg’s Motivation-hygiene Theorymentioning

confidence: 99%

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Tran

Smith

2020

NASSP Bulletin

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“…En parte, lo anterior podría relacionarse con que un volumen considerable de las investigaciones en el área no presenta un enfoque teórico definido. Las investigaciones se encuentran desprovistas de una teoría comprehensiva para el entendimiento profundo del fenómeno de la movilidad de los novatos, que avance hacia la integración de distintas dimensiones (Vagi et al, 2016).…”

Section: Conclusiónunclassified

“…Con el fin de dar respuesta a los tópicos planteados, las investigaciones sobre la movilidad docente se han situado principalmente desde problemáticas contextuales y se han enfocado en entregar soluciones a nivel de recomendaciones de política pública y/o a actores claves del sistema educativo (Vagi & Pivovarova, 2016). De este modo se han detectado múltiples y variados factores que se encontrarían relacionados a las distintas trayectorias de los profesores novatos.…”

Section: Introductionunclassified

Movilidad de profesores principiantes: una revisión sistemática de la literatura

Sacco¹

2021

Rev. complut. educ

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Se sistematizan los principales hallazgos empíricos relativos a los factores relacionados a las decisiones de movilidad de profesores principiantes. Se considera el período comprendido entre 1999 a 2019 para la selección y análisis de 46 artículos. Se establecen dos grandes categorías para sistematizar los aportes de las investigaciones examinadas. La primera incluye aquellos asociados a factores contextuales, tales como: gestión escolar; condiciones laborales; oportunidades de desarrollo profesional, apoyo y colaboración a nivel escolar. En la segunda, se consideran los hallazgos asociados a factores personales, tales como: la relación con los estudiantes, la percepción de autoeficacia y vivencia de eventos positivos; la resiliencia del maestro, el manejo de la carga laboral y la perseverancia; la formación inicial docente. En base a esta revisión se sugiere robustecer los marcos teóricos desde los cuáles se aborda la temática y generar investigación más comprehensiva e integrada, que considere no solo factores de abandono, rotación o permanencia de los maestros principiantes de forma aislada, sino que avance hacia la identificación de condiciones que permitan perseverar a los docentes en sus puestos de trabajo, bajo condiciones de satisfacción y desarrollo profesional permanentes.

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“…Importantly, the teaching profession constantly faces outside competition for talented individuals, who are already teachers and those who are considering teaching. Consequently, this study adapts an analytic framework from traditional labor economic formulation of occupational choice theory, which describes how differences in expected utility between jobs, often conceived as a combination of job-related compensation and well-being (Vagi & Pivovarova, 2017), influence teacher mobility decisions. More specifically, this study considers a stylized world with only two types of employment available for teachers, 1 for teaching and 0 for non-teaching jobs.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Exploring Teacher Attrition in Urban China through Interplay of Wages and Well-being

Liu

2020

Education and Urban Society

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Teacher attrition is a chronic challenge facing many education systems, and has been shown to negatively impact education quality and equity. Common explanations rooted in occupational choice theory identify pecuniary and non-pecuniary rewards as critical factors in motivating and retaining teachers. Using China Household Income Project (CHIP) urban dataset, which contains detailed information on teacher career decisions, this study examines these theoretical stipulations by simultaneously modeling teacher career decisions, wage compensation, and on-the-job well-being. Probit panel regression results demonstrate that a 10% increase in teacher wage and well-being gaps, relative to comparable professionals, predicts a 7.9% and 32% lower probability of retention respectively, with effects mostly operating through teacher well-being.

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“Theorizing teacher mobility”: a critical review of literature

Cited by 31 publications

References 44 publications

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Movilidad de profesores principiantes: una revisión sistemática de la literatura

Exploring Teacher Attrition in Urban China through Interplay of Wages and Well-being

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