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Coding corroborates established themes such as leadership, environment fit, professional success, peer effects, working conditions, productivity, personal reasons, school facilities, community socio-economic context, financial considerations, and geographic proximity. Two additional themes—stress and the role of policies—emerge as central after partial saturation is approached.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was teacher movement within Ontario school boards examined?","Question",{"text":63,"@type":64},"The study used a qualitative multiple case study with interviews conducted before moving, shortly after moving, and after a period of time.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which themes were confirmed by interview coding?",{"text":68,"@type":64},"Coding supported themes including leadership, teacher fit with the school environment, professional success, peers, working conditions, productivity, personal reasons, school building factors, community socio-economic situation, financial considerations, and proximity to where teachers previously studied or were born.",{"name":70,"@type":61,"acceptedAnswer":71},"What two additional themes became the article’s focus?",{"text":72,"@type":64},"The article focuses on stress and the role of policies, which were identified before reaching theoretical saturation and could not be linked to earlier 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\nAbstract  \nThis study examines teacher movement between secondary schools within the same school board using qualitative multiple case study. Interviews were conducted with each participant before moving, shortly after moving, and a period of time after moving schools. The coding of the interviews found evidence corroborating known themes of leadership, teacher match to the school environment, professional success, peers, working conditions, productivity, personal reasons, the school building, socio-economic situation of the community, financial considerations, and proximity to where teachers went to school, were born, and have relatives. However, two additional themes, stress and the role of policies, were identified before achieving theoretical saturation; these two additional themes are the focus of this article.  \nKeywords: teacher movement; mobility; teacher transfer  \nIntroduction  \nIn the last decade there has been considerable research to investigate the movement of teachers between schools. For the most part, teacher movement has been examined using large scale quantitative studies (Barbieri, Rossetti, & Sestito, 2011; Feng & Sass, 2011; Guarino, Brown,& Wyse, 2011; Jackson, 2013; Keigher, 2010; Thorton, Perreault, & Jennings, 2008) that have caused debate between different interpretations. To clarify the interpretation, a qualitative approach was used to better understand individual teacher experiences when moving between secondary schools within the same school board.  \nThis study focuses on teachers who are moving, whether by choice or otherwise, between public secondary schools (grades 9 to 12) within their school board. The study was conducted in Ontario, Canada, where there are 31 public English school boards (Ontario, n.d.) covering approximately 500,000 km2. Teachers in these large school boards are also brought together through a professional regulatory body. All interviewees were registered members of the Ontario College of Teachers.  \nThe Ontario context is distinct from other jurisdictions because of the large geographical size of school boards but also a multiculturalism policy within Canada that is long standing. The large school boards mean that what constitutes a move between school boards in other countries, may qualify as movement within a school board in Canada. In addition, some considerations such as an inclusive approach to the cultural mosaic of school boards could be different than other jurisdictions. In view of the potential for observations that may reflect a different research context, the research question was: Has the research literature recognized all the themes necessary to reach theoretical saturation?  \nThe importance of this study is its examination of the contextual circumstances of decisions regarding teacher movement. The analysis used open coding but followed this with axial coding  \nthat was informed by findings from earlier studies. Themes were associated with previously identified findings with two exceptions, namely stress and the role of policies. The focus of this article are these two themes that could not be associated with earlier studies.  \nLiterature Review  \nTeacher movement has been studied because it is costly and could potentially be reduced. Previous studies have examined teacher movement and the closely associated phenomena of teachers leaving the profession. The prior work has emphasized quantitative approaches and managed to identify many details, such as measuring the number of teachers who move, and concepts associated with the difference between the schools those teachers move from and the schools they move to.  \nThe movement of public teachers in the United States, assessed in 2007/08 using a sample of 3.4 million teachers, occurs at a rate of 7.6% per year (Keigher, 2010) . This rate is reasonably consistent with an earlier five-year, 1993 to 1998, rate for New ","cbCaipICxWNMnr0q","https://ap.wps.com/l/cbCaipICxWNMnr0q","pdf",304646,11,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"How was teacher movement within Ontario school boards examined?\",\"answer\":\"The study used a qualitative multiple case study with interviews conducted before moving, shortly after moving, and after a period of time.\"},{\"question\":\"Which themes were confirmed by interview coding?\",\"answer\":\"Coding supported themes including leadership, teacher fit with the school environment, professional success, peers, working conditions, productivity, personal reasons, school building factors, community socio-economic situation, financial considerations, and proximity to where teachers previously studied or were born.\"},{\"question\":\"What two additional themes became the article’s focus?\",\"answer\":\"The article focuses on stress and the role of policies, which were identified before reaching theoretical saturation and could not be linked to earlier studies.\"}]","The Movement of Teachers Within Ontario School Boards - stress and the role of policies focus | PDF",1792083598,28]