Labor mobility in teachers from a high school public institution

Teaching is one of the jobs where graduates from different professions converge. So, they require specific knowl-edge, skills and attitudes for teaching. The present research aims to analyze how public high school teachers have built their labor mobility. To that end, a cross sectional-quantitative methodology was used. A questionnaire was designed to learn about their professional training, mobility and working conditions. Four analysis groups were formed considering the type of recruitment and sex. Four types of mobility were found: internal mobility, continuity mobility, modification mobility and external mobility in that frequency order. It concludes the base and adequate teachers have experienced a low mobility. Disciplinary training prevails over pedagogical-didactic training in hiring. Teachers are trained trough courses and diplomas instead of postgraduate studies.