Study Of The Influencing Factors Of Angola's Teacher Mobility Issues

Most teachers working in secondary schools at Ufge have already changed schools at least once or more times;however,the volume of requests for transfers from one school to another is growing annually in rates that concern,particularly among teachers placed in rural localities.The substitution of the gaps left has been a major challenge for the schools and directions of human resources;sometimes this substitution takes long.Teachers are not always clear in justifying requests for transfer,but some of the most common reasons they present are health,marriages,and the continuation of academic education.Besides being a little-studied subject,its effects can be harmful to students.This study sought to examine the teacher mobility in the public secondary schools of the province of Uige,trying to identify the variables that motivate the decision to move from a school or location to another.The data were obtained by the survey method.The sample was 200 teachers of both sexes(male and female)extracted randomly from four schools.The variable dependent was teacher mobility,a dichotomous variable that it includes two main aspects:the transferred teachers and teachers not transferred.Was conducted an analysis that identified a significant correlation of teacher mobility with the variables Age,School Level,experience,Preference,xenophobia,a vocational attachment;school localization,professional Development Opportunity,school regulation;salary,incentives,support,climate,and school management Leadership.To analyze the variance and the contribution of each variable to the model and teacher mobility,three models of Binomial Logistic Regression were tested to identify the factors associated with the mobility of teachers using only the variables with the significant correlation.The main component of analysis was a three dimension construct consisting of the personal characteristics of the teachers,the school and the working conditions with the inclusion of the salary in the last dimension as an economic variable.The results showed that there is some difference between the variances in the three models.The results also showed that the third model explains better the mobility of teachers than the other two models;the model explained better the variation in the mobility of teachers and correctly classified most of the cases.Thus,salary,incentive,professional support,the relationships of teachers with students,between teachers,and with management staff,are the predictors of the model that better explains the mobility of the teachers statistically.As a consequence of the results determined,this study suggests the importance of further quantitative and qualitative studies using mixed or separate models and methods to identify more factors that favor the mobility trend of teachers.The study also suggests a joint work between government structures and/or bodies able to help reduce teacher dissatisfaction.Since much has been said and little in practice,the results of this study recommend that to keep teachers in schools where they were placed and to attract more teachers in schools in conditions and localities with some difficulties,the organisms of the government responsible for elaboration and implementation of social policies,should adopt feasible policies to improve conditions of teachers,schools,and localities.It is also recommended to the departments of human resources of the Government and of the directions of education that should do studies that identify not only the quantity and quality of teachers but also the problems that affect the satisfaction of the teachers on the site of work.In short,among the various implications related to the results of this work,we have the poor quality of education that has as a result,the poor quality of the work of some teachers and the inequality in the supply of education.