Research Seminar: Understanding teacher mobility in context of rationalisation policy in Pakistan
A Zoom research seminar presented by Dr Sadia Shaukat, University of Education, Lahore and Dr Nadia Siddiqui from the School of Education, Durham University. Contact firstname.lastname@example.org for details about how to attend via Zoom
Understanding determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention and fair allocation of teachers. Existing evidence suggests that teacher salary and workplace environment contribute towards teacher job retention or school mobility therefore incentives like attractive salary packages, mentoring schemes, workload management tools are implemented as intervention. This paper presents survey findings of teacher mobility patterns in Pakistan, explaining the major determinants of teachers changing schools in their teaching career. In the survey 1002 in-service teachers participated and 46% reported to have changed school at least once during their teaching career. The findings show that teachers who changed school in their early career, within average of 2 years of teaching experience, gained higher salary benefit by changing schools as compared to experienced teachers, average of 14 years of teaching experience, who never changed schools. In comparison to early career teachers, experienced teachers who never changed school had lower salary and higher satisfaction with life in general and with school as their workplace. Most common reasons for changing school were lack of teaching resources, difficult to commute to school, unmanageable student-teacher ratio, and no chances of promotion or higher trajectory towards teaching career. Binary logistic model with an outcome of teacher mobility (or not) was constructed with the base of 46% correctness which increased to 62% by adding gender, marital status, school type, length of teaching experience and teachers’ satisfaction. Teachers’ salary and time allocated for teaching workload did not explain any variation in the model. These findings have implications for an effective implementation of teacher transfer policy in schools. Teachers’ satisfaction with their workplace must be considered and early career teachers should be supported for better job retention outcomes.
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