This study investigated teacher mobility situations in a case study school and the underlying factors influencing mobility intentions. Data was collected and analyzed using a mix-model approach, incorporating both qualitative and quantitative methods. The research participants were primary in-service teachers at the case study school, but not include teachers on loan from public schools and reemployed after retirement. To explain how different factors impact teachers’ mobility intentions, the data was interpreted and categorized using Alderfer’s ERG theory, which contends that human beings have the need for existence, relatedness, and growth. The results of this study are:(1) Working in the public schools is optimal occupational choice for most teachers because of its overwhelming advantages, such as better salaries and work benefits, job security, and better professional development opportunities, which can satisfy teachers’ needs for existence, relatedness and growth all at one and to a high degree. (2) Teachers’ mobility intention is the result of comparison between the present job and the potential jobs provided by other schools and other industries based on their different degrees of demand. (3) Many of the factors that influence teachers’ mobility intentions are under the school’s control, which enable schools to take an active role in stabilizing teachers’ mobility intentions. (4) Teachers’ mobility behavior is determined not only by mobility intention but also by mobility competence. Hence, it is better for school to make appropriate decisions and actions within school’s capacity to teachers’ mobility behaviors based on fully understanding their needs, their mobility intentions and their mobility competence. / published_or_final_version / Education / Master / Master of Education