Movilidad de profesores principiantes: Una revisión sistemática de la literatura

Translated title of the contribution: Mobility of beginning teachers: A systematic review of the literature

Alessandra Díaz Sacco*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


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.

Translated title of the contributionMobility of beginning teachers: A systematic review of the literature
Original languageSpanish
Pages (from-to)395-404
Number of pages10
JournalRevista Complutense de Educacion
Issue number3
StatePublished - 1 Jul 2021
Externally publishedYes

Bibliographical note

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