TEACHER PROFESSIONAL PLACEMENT AND CAREER: IMPACTS ON MOTIVATION, ATTENDANCE AND PEDAGOGICAL PERFORMANCE IN QUELIMANE

Abstract

This study aimed to describe teachers’ perceptions of the impacts of the lack of professional placement on their motivation, attendance, and pedagogical performance, focusing on the district of Quelimane, Mozambique. Methodologically, a mixed approach was adopted. The quantitative component involved questionnaires administered to 370 teachers in service, while the qualitative component consisted of semi-structured interviews with teachers in prolonged waiting situations, school directors, and district education officials. The findings reveal a widespread scenario of demotivation: 78% of teachers perceive the placement process as lacking transparency, 65% reported decreased attendance linked to career stagnation, and more than 70% admitted engaging in parallel activities to supplement their income. Qualitative narratives reinforced these findings, highlighting feelings of frustration, institutional discredit, and difficulties in maintaining pedagogical quality standards. The study concludes that the absence of professional placement undermines both the symbolic and material value of the teaching career, directly affecting the quality of education and public trust in the school system.