| dc.creator | Palma Vasquez, Claudia | |
| dc.creator | Carrasco, Diego | |
| dc.creator | Tapia Ladino, Mónica | |
| dc.date | 2022-10-26T10:53:27Z | |
| dc.date | 2022-10-26T10:53:27Z | |
| dc.date | 2022 | |
| dc.identifier | Palma-Vasquez, C., Carrasco, D., & Tapia-Ladino, M. (2022). Teacher mobility: What is it, how is it measured and what factors determine it? A scoping review. International Journal of Environmental Research and Public Health, 19(4) doi:10.3390/ijerph19042313 | |
| dc.identifier | 1661-7827 | |
| dc.identifier | http://repositoriodigital.ucsc.cl/handle/25022009/3080 | |
| dc.description | Artículo de publicación SCOPUS - WOS | |
| dc.description | 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. | |
| dc.language | en | |
| dc.publisher | International Journal of Environmental Research and Public Health | |
| dc.source | file:///D:/Downloads/ijerph-19-02313-v2.pdf | |
| dc.subject | Teacher mobility | |
| dc.subject | Teacher turnover | |
| dc.subject | Teacher attrition | |
| dc.subject | Teacher workforce | |
| dc.subject | Teacher retention | |
| dc.subject | Scoping review | |
| dc.title | Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review | |
| dc.type | Article | |
