Career progression and promotion for teachers in the province of Nampula, Mozambique: implications for the professional development of teachers

Abstract

This article analyzes the implications of progression and promotion processes in the teaching career for the professional development of teachers in Nampula province, Mozambique. Using a qualitative and descriptive-interpretive approach, the study employed semi-structured interviews, questionnaires, and document analysis – including the Teacher Statute and REGFAE (Law no. 10/2017) – to examine the perceptions, challenges, and professional experiences of 20 teachers (12 male and 8 female, with an average experience of 12 years), drawn from Primary, Lower Secondary, and Upper Secondary education levels. The findings indicate that, although progression and promotion are formally recognized as professional rights, their implementation is hindered by excessive bureaucracy, lack of transparency, administrative disparities between districts, and extreme cases of prolonged stagnation, including teachers who remain classified as trainees for more than ten years. These constraints undermine teacher motivation, distort the purpose of continuous training, and weaken professional development. The study concludes that teacher appreciation depends not only on legal frameworks but also on the institutional capacity to operationalize fair, transparent, and timely career management processes. Recommendations include digitizing career procedures, standardizing administrative practices, strengthening communication mechanisms, and reinforcing district-level management structures.