Academic literature on the topic 'College teachers Salaries'
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Journal articles on the topic "College teachers Salaries"
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Bacolod, Marigee. "Who Teaches and Where They Choose to Teach: College Graduates of the 1990s." Educational Evaluation and Policy Analysis 29, no. 3 (September 2007): 155–68. http://dx.doi.org/10.3102/0162373707305586.
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This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.
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Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood." American Economic Review 104, no. 9 (September 1, 2014): 2633–79. http://dx.doi.org/10.1257/aer.104.9.2633.
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Are teachers' impacts on students' test scores (value-added) a good measure of their quality? This question has sparked debate partly because of a lack of evidence on whether high value-added (VA) teachers improve students' long-term outcomes. Using school district and tax records for more than one million children, we find that students assigned to high-VA teachers are more likely to attend college, earn higher salaries, and are less likely to have children as teenagers. Replacing a teacher whose VA is in the bottom 5 percent with an average teacher would increase the present value of students' lifetime income by approximately $250,000 per classroom. (JEL H75, I21, J24, J45)
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Walsh, Patrick. "When Unified Teacher Pay Scales Meet Differential Alternative Returns." Education Finance and Policy 9, no. 3 (July 2014): 304–33. http://dx.doi.org/10.1162/edfp_a_00135.
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This paper quantifies the extent to which unified teacher pay scales and differential alternatives produce opportunity costs that are asymmetric in math and verbal skills. Data from the Baccalaureate and Beyond 1997 and 2003 follow-ups are used to estimate a fully parametric, selection-corrected wage equation for nonteachers, which is then used to predict the wages that teachers would have received in a nonteaching career. The difference between actual teacher salaries and this prediction can be considered the opportunity cost of teaching. Moving up one standard deviation in math SAT score increases the opportunity cost of teaching by $1,500 to $2,000 four years after college, rising to $3,000 to $3,800 ten years after college. Moving up one standard deviation in verbal SAT score increases the opportunity cost by $300 four years after college, and by $1,300 ten years after college. The teacher salary gap is also decomposed into policy versus teacher-characteristic components.
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Kamara, Alhaji Bakar. "Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone." Asian Journal of Interdisciplinary Research 3, no. 1 (February 6, 2020): 32–37. http://dx.doi.org/10.34256/ajir2012.
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As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
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Koikov, Vitaliy. "Study of the Institutional Environment of Higher Medical and Medical Colleges Based on a Survey of Students, Teachers and Administrative and Management Personnel." Journal of Health Development 2, no. 37 (2020): 4–19. http://dx.doi.org/10.32921/2225-9929-2020-2-37-4-19.
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Abstract The purpose of this study was to study the institutional environment of higher medical and medical colleges (HMC and MC), including such components as «The quality of the educational process»; «Administration of the educational process and safety culture»; «The quality of the scientific process»; «The quality of the clinical process»; «Anti-corruption culture and anti-corruption». Methods.The research was carried out on the basis of a survey of students, teachers and administrative and management personnel (AMP). In total, respondents from 73 HMC and MC took part in the survey, including 13 110 students, 825 teachers and 199 representatives of AMP. Results. An analysis of the qualitative characteristics of the persons who were accepted in the survey indicates a lack of nursing education and an insufficient level of academic achievement (confirmed by a scientific / academic degree) in the majority of AMP and teachers of the HMC and MC. At the same time, teachers with little pedagogical experience and AMP with no / short duration of pedagogical experience tend to overestimate all the studied questions. Analysis of the administration of the educational process and safety culture indicates that teachers and AMP give a much higher assessment of ensuring the rights of students and the level of friendliness of relations with students than the students themselves, which, in fact, indicates insufficient contact between teachers and AMP with students in terms of assessing their needs and requirements; The analysis of the quality of the scientific process indicates that the least accessible for the research work of students are the presence of electives in scientific areas, work in the laboratory, the opportunity to travel to scientific conferences in the Republic of Kazakhstan, to near and far abroad. All categories of respondents require building competence in working with scientific knowledge bases Scopus, Web of Science Nursing Reference Center Plus, CINAHL (EBSCO). An analysis of the quality of the clinical process indicates that, on average, only 2/3 of the respondents, students and teachers note satisfaction with the equipment of clinical sites, the provision of the necessary premises and resources from the clinical sites, access to medical equipment at clinical sites, and access to patients. AMP tends to give a higher assessment of the quality of the clinical process. An analysis of the level of anti-corruption culture indicates that the greatest risk of situations in which elements of corruption in college are most common occurs when entering college, when passing midterm exams (ratings), when passing final exams and tests. As the main reasons for corruption in college, the majority of respondents indicate the low level of teacher salaries, low interest in studying among students. The teaching staff and the AMP give a much higher assessment of satisfaction with the level of response of the college administration to complaints regarding the facts of corruption and unethical attitude than the students themselves. Сonclusions. The results of the study indicate the need to strengthen the selection of personnel for the AMP positions in colleges with the introduction of a mandatory requirement for the presence of at least 5 years of teaching experience, the presence of an academic degree. According to the experience of leading foreign universities and colleges, it is necessary to encourage the practice of combining teaching positions and positions of administrative and managerial personnel. It is necessary to introduce mandatory certification of college teachers, as well as mandatory certification of AMP, every 3-5 years according to clear KPI criteria that assess their work. The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting questionnaires by teaching staff, AMP and other categories of employees in order to study the institutional environment of MC and HMC and prompt response to problems voiced by students and employees. Keywords: medical college, medical education, Kazakhstan.
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Solovyov, V. P., and T. A. Pereskokova. "The principles of quality management in the Russian vocational education system." Russian Journal of Industrial Economics 14, no. 3 (October 7, 2021): 326–38. http://dx.doi.org/10.17073/2072-1633-2021-3-326-338.
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The authors study the problem of improving the level of training of university and college graduates by using modern approaches, based on the principles of quality management, in the system of professional education. In order to develop creative economy, the government of Russian Federation focuses on scientific and educational centers including regional ones which work on the basis of organizations of professional education. According to many experts, the level of training in regional higher educational institutions and branches of those located in the capital of the country does not comply with innovation requirements. There is a need for building modern material base in the regional higher educational institutions and colleges; there is a need for decent salaries for the staff. Educational institutions should accept the ideology of quality to be followed by all the employees not in words, but in deeds. The learning process used for centuries and based on the transmission of knowledge from a teacher to a student has exhausted itself. The basic principle of quality management is the process approach. The basis for students’ high level of training is organization and implementation of the educational and training process in educational institutions. The main subjects of the process are teachers and students. The efficiency of the educational process will increase if such approaches as consumer-orientedness, leadership and personnel interaction are used. The authors suggest making analysis of interdisciplinary links of the content of academic disciplines set out in the working academic programs. They also point out the advisability of a system of training in the classes of leading teachers. The readers’ attention is attracted to changing the ideology of controlling students’ knowledge and skills from punitive to diagnostic. The article contains recommendations to conduct regular surveys among the students and teachers to discover the areas of educational improvement. The results of the surveys should become the basis for making decisions. Implementation of the principles of quality management does not require large material costs.
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Figlio, David N. "Can Public Schools Buy Better-Qualified Teachers?" ILR Review 55, no. 4 (July 2002): 686–99. http://dx.doi.org/10.1177/001979390205500407.
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Since the early 1980s, real teacher salaries in U.S. public schools have increased considerably faster than salaries of other Americans with similar levels of education and training. Providing an important impetus for this development were claims that increased salaries would allow the recruitment of better-qualified teachers. This analysis, which uses panel data on new teachers in 188 public school districts that changed their salaries between 1987–88 and 1993–94, investigates whether a school district can, by unilaterally increasing teacher salaries, improve the quality of the teachers it hires, as indicated by their having graduated from selective colleges and majored in the specific subject matter they teach. For nonunion school districts, the author finds a positive, statistically significant relationship between a given district's teacher salaries and that district's probability of hiring well-qualified teachers. Several tests indicate that this relationship is not found in unionized school districts.
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Muzalfitri Ridwan, Eka. "Future-Anxious Commitment and Its Influence on Potential Human Capitals and Social Problems Anticipation With Personal Fides Awareness as Mediating Variabel." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 3 (October 19, 2018): 320–37. http://dx.doi.org/10.33258/birci.v1i3.56.
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South Sumatera is one of biggest city in Indonesia that has been developing in many kinds of infrastructures, not only in physical aspect but also in human resource aspect. One of trendsetter problems in that city are work status that are accustomed to having at professions like lecturers and teachers in South Sumatera generally and Palembang city specially. Many lecturers and teachers not only in state universities and state schools (like: elementary school, junior high school, and senior high school) but also in private universities and private schools have been having uncertain status that we can also say outsourcing lecturers and teachers since Indonesia Government decided a moratorium planning in recruiting candidates of public servants in Indonesia. It means, it will be big problems for lecturers and teachers in Indonesia (especially in South Sumatera), they will influence on public services (like: college students and students) even decrease potential human capital and other social problems because of lecturers’ and teachers’ uncertain status. Meanwhile in other countries (USA, England, Japan, New Zealand, Singapore, Germany, Korea, Philippine), outsourcing workers are a custom in those but it can not be implemented in South Sumatera because outsourcing workers in this city are not ready yet in their competencies, soft and hard skills, experiences, creative thoughts, internal motivations, independencies, and loyalty to the job. Besides that, there is custom in South Sumatera (Indonesia generally) that being an employee is a pride for themselves and their families even though the salaries are too low. This research had found two postulates to become novelties support motivation and commitment theoriesThe result of this research are there are strong influence of personal FIDES awareness on future-anxious commitment grades 0,98 (98%), strong influence of personal FIDES awareness on potential human capital grades 0,79 (79%), and strong influence of personal FIDES awareness on social problems anticipation grades 0,53 (53%). Personal FIDES awareness (PAFIDES) rises because of uncertain job status and job scarcity, and PAFIDES can not strongly and directly influence on social problems anticipation (SOCPRA) but it will be strongly if it indirectly influences on SOCPRA by using mediating variable called future-anxious commitment.
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Mangal, Aarti. "A century of teacher education in India: 1883-1985." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 263–85. http://dx.doi.org/10.14516/ete.231.
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Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.
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Rickman, Dan S., Hongbo Wang, and John V. Winters. "Adjusting State Public School Teacher Salaries for Interstate Comparison." Public Finance Review 47, no. 1 (June 20, 2017): 142–69. http://dx.doi.org/10.1177/1091142117714055.
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Using the three-year microdata sample of the American Community Survey for 2009 to 2011, we compute public school teacher salaries for comparison across US states. Teacher salaries are adjusted for state differences in teacher characteristics, cost of living, federal tax rates, household amenity attractiveness, and location within the metropolitan versus nonmetropolitan portions of the states. We find high persistence in the state rankings of nominal public school teacher salaries across time. Yet, we also find that the rankings significantly shift with the adjustments, suggesting they are necessary for meaningful comparisons of public teacher salaries across states. The differences in teacher pay across states also greatly narrow with the adjustments. Finally, this is the first study to show and test that teacher salary comparisons across states should be based on a comparison of public school teacher salaries with nonteacher college graduates in the states, adjusted for differences in personal characteristics and effective federal tax rates.
Dissertations / Theses on the topic "College teachers Salaries"
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Weichman, Jeremiah. "Gender, racial and citizenship equality at the University of Wyoming an examination of salaries and promotions /." Laramie, Wyo. : University of Wyoming, 2010. http://proquest.umi.com/pqdweb?did=2057732241&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Maldonado, José F. "A national analysis of faculty salary and benefits in public community colleges, academic year 2003-2004." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5451/.
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This study provides a detailed description of full-time faculty salary and fringe benefits in US public community colleges by state and by 2005 Carnegie basic classification type for the academic year 2003-2004. This classification is used to analyze data from the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS). Further analysis clusters states into the following groupings: states with/without collective bargaining agreements, states with/without local appropriations, large megastates versus nonmegastates (using the methodology developed by Grapevine at Illinois State University), and the impact of California on the nation's salaries and fringe benefits. The analysis showed high level of variation of salaries paid by the type of community college (rural, suburban, and urban serving) in the US. The nation's average salary for full-time faculty was $52,598. Rural serving small institutions faculty salary was $18,754 or 45 % less than the nation's average. Salaries in colleges with collective bargaining agreement were higher than in colleges without collective bargaining agreements. Faculty teaching in suburban serving colleges with local taxation had the highest salaries, $61,822 within colleges with access to local support. Suburban serving multiple colleges in megastates had the highest faculty salary average, $64,540 as compared to $42,263 for rural serving colleges in non-megastates. California may be a state with a very high cost of living; however, that does not diminish the fact that community college faculty are among the highest paid faculty in the nation. Colleges with collective bargaining agreements, with local appropriations, and in megastates, tended to have better benefits packages for their faculty. This study includes recommendations for further research, including a recommendation that a quantitative statistical analysis be undertaken to show statistical significance in salaries and fringe benefits among collective and non-collective bargaining states, a study addressing the faculty and leadership challenges that community colleges will be facing soon should be done, and that a similar study be done that includes tribal colleges.
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Johnson, Jessica Ann. "Public Research Universities as Gendered Organizations: Institutional Rewards and the Faculty Salary Gap." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984157/.
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Gendered organizational conditions create the context for persisting differences between men and women in the workplace. Within, higher education, this manifests as a salary gap between male and female faculty members. The academic capitalistic policy environment creates the conditions for increasing competition for external funding, especially in the areas of research and science and engineering. The change in the academic climate may sustain or intensify the gendering of universities as organizations. Universities with the highest level of research activity were chosen for this study and formed the 130 public institution sample. This study used fixed effects panel regression analysis to explore the relationship between the faculty gender salary gap and institutional emphasis on research as well as science and engineering. In addition, the relationship between institutional emphasis and the faculty gender salary gap was explored over time with the inclusion of a time trend and temporal interaction terms. Results showed that the higher the percentage of female faculty members, the greater the faculty gender salary gap for assistant professors. In addition, science and engineering emphasis over time had a significant impact on the professor salary gap with a decreasing effect both at the mean and one standard deviation above the mean, but with an increasing effect on the salary gap for institutions one standard deviation below the mean. When taking action to increase gender equity, it is important for universities to recognize that the faculty gender salary gap occurs in an organizational context impacted by institutional-level conditions.
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"Incentive change and faculty productivity: evidence from a top-tier university in China." 2005. http://library.cuhk.edu.hk/record=b5892416.
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Zhang Yanfeng.Thesis submitted in: November 2004.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 144-147).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgement --- p.iii
List of Tables and Figures --- p.v
Chapter Chapter 1 --- Introduction --- p.1
Chapter Chapter 2 --- Pay-by-position System: Incentive Reform at the Case University
Chapter 2.1 --- Background of the Pay-by-position Scheme --- p.6
Chapter 2.2 --- Chronology of the Incentive Change --- p.9
Chapter 2.3 --- Institutional Characteristics of the Pay-by-position System --- p.11
Chapter 2.4 --- Summary --- p.16
Chapter Chapter 3 --- Analytical Framework and Literature Review
Chapter 3.1 --- A Brief Introduction to the Theory of Tournament --- p.21
Chapter 3.2 --- A Simple Model of Homogeneous Two-contestant Tournament --- p.22
Chapter 3.3 --- Implications under Multi-contestant and Multi-position-level Situation --- p.26
Chapter 3.4 --- Status Quo of Existing Research --- p.28
Chapter 3.5 --- Summary --- p.30
Chapter Chapter 4 --- Empirical Models and Hypotheses
Chapter 4.1 --- Measurement of Key Variables --- p.33
Chapter 4.2 --- Incentive Effect on Teaching --- p.41
Chapter 4.3 --- Incentive Effect on Research --- p.48
Chapter 4.4 --- Sorting Role of the Pay-by-position System --- p.54
Chapter 4.5 --- Summary --- p.56
Chapter Chapter 5 --- Data Presentation and a Preliminary Analysis
Chapter 5.1 --- Survey and Data Processing --- p.57
Chapter 5.2 --- Description of Data --- p.61
Chapter 5.3 --- A Preliminary Probe into Data --- p.68
Chapter 5.4 --- Summary --- p.74
Chapter Chapter 6 --- Empirical Analysis and Estimation results
Chapter 6.1 --- Incentive Effect on Teaching - Evidence from the Full Instructor Sample --- p.99
Chapter 6.2 --- Incentive Effect on Research - Evidence from the Selected Sample of Responsible Professors --- p.106
Chapter 6.3 --- Sorting Role of the Pay-by-position System - Ordered Probit Estimation --- p.114
Chapter 6.4 --- Summary --- p.116
Chapter Chapter 7 --- Conclusion --- p.140
References --- p.144
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Goodall, Donetta Denise Beverly. "The effects of salary on job satisfaction among community college adjunct faculty: specific factors." Thesis, 2003. http://hdl.handle.net/2152/608.
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Kim, Young Joon. "A study of the perceptions of administrators and faculty members toward merit pay for faculty at junior colleges in Korea." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116102.
Full textBooks on the topic "College teachers Salaries"
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Rees, Daniel I. Unionization and faculty salaries in Canada. Kingston, Ont: Industrial Relations Centre, Queen's University, 1993.
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Brown, Patricia Q. Salaries of full-time instructional faculty 1994-95. Washington, D.C: U.S. Department of Education, Office of Educational Research and Improvement, 1996.
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El trabajo y las pensiones de los académicos en las universidades en el siglo XXI: Gabriela Mendizábal Bermúdez (coordinadora). México, D.F: Editorial Fontamara, 2012.
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Ehrenberg, Ronald G. Studying ourselves: The academic labor market. Cambridge, MA: National Bureau of Economic Research, 2002.
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Ren li zi ben shi ye zhong de da xue jiao shi xin chou zhi du yan jiu. Changsha: Hunan da xue chu ban she, 2010.
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Thieme, Werner. Auswirkungen besoldungs- und dienstrechtlicher Vorschriften auf die Mobilität von Hochschullehrern in der Bundesrepublik Deutschland: Ein Rechtsgutachten. Bonn: Bundesminister für Bildung und Wissenschaft, 1989.
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Ehrenberg, Ronald G. Would reducing tenure probabilities increase faculty salaries? Cambridge, MA: National Bureau of Economic Research, 1995.
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Hyatt, Thomas K. The compensation committee. Washington, DC: AGB Press, 2012.
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J, Amey Marilyn, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Making sense of the dollars: The costs and uses of faculty compensation. Washington, DC: School of Education and Human Development, George Washington University, 1993.
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Brown, Patricia Q. Salaries of full-time instructional faculty on 9- and 10- month contracts in institutions of higher education 1979-80 through 1989-90. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1991.
Find full textBook chapters on the topic "College teachers Salaries"
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Wisdom, Sherrie L. "State-Wide Teacher Walkouts Highlight Equality Gaps." In Advances in Educational Marketing, Administration, and Leadership, 46–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch003.
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Arizona, Colorado, Kentucky, North Carolina, Oklahoma, and West Virginia mounted statewide teacher walkouts related to teacher salary during 2018. This study offers a synthesis of literature surrounding the walkouts, along with examination of similarities and differences in publicly available measures, highlighting equity gaps and comparison to states whose teaching force did not choose to walkout and demand increased pay and per-student spending, better benefits, or better working conditions. Relationships are sought between the variables considered: per-pupil expenditures, achievement, graduation rates, college persistence of high school graduates, college graduation rates, attainment of varied levels of degree credentials, and cost of living, as related to teacher salaries, increases, and decreases. Links between political and policy issues and the variables related to unrest leading to the walkouts are explored through literature.
Reports on the topic "College teachers Salaries"
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Carver-Thomas, Desiree, and Susan Patrick. Understanding Teacher Compensation: A State-by-State Analysis. Learning Policy Institute, April 2022. http://dx.doi.org/10.54300/443.847.
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Offering competitive teacher compensation is an important part of the puzzle to recruiting and retaining a strong and diverse teacher workforce. The maps and associated tables that follow show three teacher wage indicators for each state: (1) average annual starting salary for public school teachers, (2) average annual starting salary for public school teachers adjusted for cost-of-living differences across states, and (3) average weekly wage competitiveness—how much teachers earn relative to other college-educated workers in that state. Together, these indicators signal the overall wage conditions underlying efforts to attract and retain well-prepared teachers across a state. The final table in the series shows all three indicators for each state. Teacher starting salaries and cost of living vary by district, so within states (with the exception of Hawaii and Washington, DC, which each comprise a single school district), there are districts that will be higher or lower than their state average on these indicators.