Shedding Light on the Dark Side of Teacher Moonlighting

Abstract

To date, research has emphasized the dark side of teacher moonlighting, linking moonlighting to teacher alienation and attrition. Research in Delaware, however, indicates that although some moonlighters were “reluctant” and would have quit if their income were increased, a majority were “willing” and would have continued to moonlight even if their salaries were increased enough to replace moonlighting income. Differences in the motivations, type of moonlighting position, job satisfaction, life impacts, and job search activity between willing and reluctant moonlighters are reported. A constructive model of moonlighting, with related policy implications, is proposed to balance the dominant constraining view.