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A substantive theoretical model is developed by relating themes to each other, explaining how teacher movement unfolds over time. The chronology is structured into two phases: short-term transfer events and long-term lifestyle change across a teaching career, consistent with the study’s findings and corroborated by prior researchers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-explanatory-model-of-teacher-movement-within-ontario-school-boards/596757/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-explanatory-model-of-teacher-movement-within-ontario-school-boards/596757.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach is used to examine teacher movement in Ontario school boards?","Question",{"text":112,"@type":113},"A multiple case study is used to investigate contextual details and develop explanatory insights into teacher movement within Ontario school boards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the proposed model of teacher movement structured over time?",{"text":117,"@type":113},"The model follows a two-phase chronology: short-term teacher transfer events and long-term lifestyle changes throughout a teaching career.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study say about how surplus and redundant teachers participate in the transfer process?",{"text":121,"@type":113},"Surplus teachers can apply for positions that will be vacated, while redundant teachers are excluded from the first stage and must apply to fill unanticipated positions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596757,1792192901,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","An Explanatory Model of Teacher Movement Within Ontario School Boards  \nTimothy M. Sibbald, Schulich School of Education, Nipissing University  \nAbstract  \nTeacher movement within school boards is examined using multiple case study. Emergent themes achieved theoretical saturation and are consistent with the research literature. In this paper, the relationships between the themes are used to develop a substantive theoretical model of teacher movement within school boards. The model uses a two-phase chronology of events that arise during teacher movement. The two phases are the short-term chronology of teacher transfer events, and the other is a long-term chronology of lifestyle over a teaching career. The model is consistent with all findings in this study and concordant with findings by other researchers.  \nKeywords: teacher movement, mobility, teacher transfer  \nThere is a considerable literature regarding the movement of teachers between schools (Barbieri, Rossetti, & Sestito, 2011; Feng & Sass, 2011; Guarino, Brown, & Wyse, 2011; Jackson, 2013; Keigher, 2010; Thorton, Perreault, & Jennings, 2008) . Many underlying concepts have been investigated and have led to many different interpretations. However, a shortcoming of the existing literature is the emphasis on quantitative research. While the quality of the research is not in doubt, its capacity to draw out contextual details is severely constrained by the emphasis on one methodology. In this paper, multiple case study is used to investigate whether contextual details can clarify particular interpretations. In particular, within Ontario, Canada, this study sought to develop an explanatory model of teacher movement.  \nTeacher movement between schools begins with projections of the number of teachers required at each school the following year. If there are too many teachers in a school, then teachers in that school may be designated as surplus or redundent. Surplus teachers are guarenteeda teaching position, but it is unlikely to be at their current school. Redundent teachers will no longer have a position with the school board unless they apply to fill an unanticipated position. Teacher moves follow a process that is typically carried out in two stages. The first allows existing permanent teachers, including surplus teachers, to apply to fill any position that will be vacated. Redundent teachers are excluded from this process. The process typically has seniority considerations and requires an application and interview.  \nOntario, where this study was conducted, has 31 public English school boards (Ontario Ministry of Education, 2017) that cover halfa million square kilometres. School boards are generally large compared to other jurisdictions, and this may allow Ontario teachers more options, such as urban or rural, when moving within a school board. The scope of this study was constrained  \nto movement within public secondary schools that have Grades 9 to 12. This choice confined the sampling to secondary schools, where department structures and only four grade levels constrained the options for teachers to change their teaching focus, without moving between schools. Ontario has a professional regulatory body, the Ontario College of Teachers, and all participants in this study belonged to the professional body.  \nLiterature Review  \nTeacher movement consumes time because it entails interview processes and decisions about suitability of candidates. The process is disruptive to the professional activities of a teacher, and there are many uncertainties when the process is underway. The institutional impact and associated costs have led to considerable study of teacher movement, whether between schools within a school board, between school boards, or leaving the profession.  \nMany relevant concepts have been identified in the research literature (Sibbald, 2017a) and these have led to a variety of explanations for teacher movements. The many recognized concepts are confounded wit","cbCailIfFV1BBxhb","https://ap.wps.com/l/cbCailIfFV1BBxhb","pdf",297649,11,"English","# Abstract\n# Teacher movement process and context\n# Literature Review\n## Concepts relevant to teacher movement","[{\"question\":\"What research approach is used to examine teacher movement in Ontario school boards?\",\"answer\":\"A multiple case study is used to investigate contextual details and develop explanatory insights into teacher movement within Ontario school boards.\"},{\"question\":\"How is the proposed model of teacher movement structured over time?\",\"answer\":\"The model follows a two-phase chronology: short-term teacher transfer events and long-term lifestyle changes throughout a teaching career.\"},{\"question\":\"What does the study say about how surplus and redundant teachers participate in the transfer process?\",\"answer\":\"Surplus teachers can apply for positions that will be vacated, while redundant teachers are excluded from the first stage and must apply to fill unanticipated positions.\"}]","An Explanatory Model of Teacher Movement Within Ontario School Boards | PDF",1792083660,28]