Mobility decisions of beginning teachers: a systematic review of the literature

Abstract

The literature review presents a systematization of the main empirical findings reported around the factors related to beginning teachers’ mobility decisions. The period considered is 1999 to 2019 to select and analyze 46 relevant articles within the topic. Two main categories are established to systematize the contributions of the research examined. The first category groups the findings associated with contextual factors, such as: school management; working conditions; professional development opportunities, support and collaboration at the school level. The second group considers findings associated with personal factors, such as: the relationship with students, perception of self-efficacy and positive events or experience; resilience, workload and perseverance; and initial teacher training. Based on this review, the need is identified to advance in the strengthening of theoretical frameworks for the study of career decisions of beginning teachers. In particular, generate more comprehensive and integrated research that considers not only factors of abandonment, rotation, or permanence of beginning teachers in isolation, but also identifies conditions that allow teachers to persevere in their jobs, under conditions of permanent professional satisfaction and development.