ABSTRACT
This chapter explains the research framework, which developed logically out of the sociological concepts and research literature. The theoretical assumption upon which Teacher Mobility study reported upon the work related movements of teachers, in both the vertical and horizontal mobility sense, are not random. Teachers move between competing positions in ways which can be seen to form a pattern, and this equally applies to those in administrative and education service positions in head office, as it does to those employed in schools. Howard Becker argues that it is largely the teachers’ search for favourable work circumstances that gives rise to teacher mobility, and standardized career patterns of a type that stress horizontal rather than vertical moves. Amongst other things the study will test the applicability of Becker’s results for state school teachers in Tasmania. Tasmania has a relatively small school system which employs some 5000 full-time teachers.
