Journal articles on the topic 'College teachers Salaries'

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.

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)

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.

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.

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.

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.

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.

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.

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.

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.

Education is the most important vehicle for progress and overall development of individual in particular and society in general. Yearning for positive development and progress cannot come by without sound primary education background, teacher is the prime mover of education in general without whom, education can hardly be acquired. No education system can rise above the quality of its teachers, this gives important support for teacher on their role in the first place, as educators, implementers of the curriculum content and determinant factors that influence the needed learning outcomes of instruction. Primary school teachers in Nigeria suffer serious neglect in terms of their social welfare especially in the areas of salaries and allowances, in-service training, office accommodation as well as inadequate funding of primary education. The paper also brought the issues on child’s needs for education, universal basic education and suggestions were proffered.

The COVID-19 pandemic has affected the economic and socio-psychological comforts of teachers in varying degrees. Depending on their job status and the types of institutions, teachers have lost their jobs and faced livelihood challenges. This paper reports the findings of an online survey and focus group discussions exploring various dimensions of teacher wellbeing from both schools and universities in Nepal. The study shows that the wellbeing, particularly economic wellbeing, of teachers from private schools and affiliated colleges is shaken most as their job security is critically affected by the pandemic. Along with the job insecurity and discontinuity of monthly salaries, their stress has elevated due to an added workload for online teaching. In comparison, teachers from community schools and constituent colleges are in a comfortable position; they are regularly paid, and their job is secure despite the school closure in the pandemic. This study raises a critical question about the privatization of schooling to ensure teachers’ wellbeing during a crisis. Based on the findings from this study, we argue that the government and schools should develop the systems to prepare teachers to use ICT tools and other alternative approaches to address learning needs of students during and after crises. More importantly, we suggest that the government should develop policies to create teacher wellbeing funds to support teachers in the crisis.

Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

AbstractThe article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.

The current study focused on tertiary level teacher job satisfaction. The study's goal was to find out how instructors felt about their jobs in terms of pay and working conditions. The available population consisted of all of the teachers from the five colleges within the University of Swabi's jurisdiction. A convenient sample of 36 female lecturers from five public sector institutions was chosen from the entire population. With the help of my supervisor, I created a closed end questionnaire with 15 items on a likert scale (very satisfied, satisfied, neutral, dissatisfied, and severely unhappy). According to the study's findings, half of the respondents were satisfied with the salary they received from their institution. The vast majority of respondents felt that their salaries met their fundamental needs. Half of the respondents were unsatisfied with their pay since it was insufficient to cover their children's educational costs. Half of the respondents were unsatisfied with their pay, believing that it was insufficient to afford health care for their family. Based on the findings, it was suggested that the instructor devote all of their efforts to enhance the teaching-learning process.

The background of this research is the writer's curiosity to the Graduates of Mathematics department at IAIN Padangsidimpuan. This article will describe the competencies of graduates of Mathematics department after they work. This article will also describe whether the Mathematics department has been able to prepare graduates' competencies in facing the challenges of the job market. The results of this study indicate that 95% of graduates are already working. Most of the graduates work in the education sector as mathematics teachers at various levels of public and private schools. It can be said that the place where they work is in accordance with their skill background. However, many of them still receive a very low salaries. Many of Ther salaries are under one million. For them, it does not matter, the most important thing for them is they can work and they can apply their skills. Most of them are not too long to get the first job after graduated their studi, because before they graduate from their collage, they have started to look for a job.

To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.

Non-tenure track (NTT) positions include faculty who teach full and part-time and are not on the tenure-track. These positions include full-time lecturers, fixed-term faculty, etc. Positions such as these are typically on one-year contracts, though some may be on 1 - 3 year contracts. While the title, pay and status, among other things, varies by institutions, it is undeniable that universities and colleges have been shifting in recent years to this kind of contingent labor force. These positions also include part-time adjuncts including professionals teaching a class here and there, and professional teachers who may teach at many institutions. Individuals who are not on the tenure-track often find themselves with little job security, an often inequitable distribution of labor (in terms of class preps, class size, etc.), and in positions that pay significantly less than their tenure-track counterparts’ salaries.

Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

Introduction. The problem of the effectiveness of the pedagogical education system remains one of the most discussed topics in modern professional discourse. A large proportion of leaders of the educational industry and representatives of the expert community are convinced that graduates of pedagogical universities and colleges are not sufficiently prepared for independent professional activity and deflect from work in their field. The refusal of graduates to be employed by occupation is associated mainly with the poor quality of students’ practical training in universities. Criticising the low attendance rates of young professionals in schools, analysts often ignore the conditions of employment in educational institutions. Meanwhile, the appearance of a new form of statistical observation of OO-1 and OO-2 on open access makes it possible not only to track the results of employment of graduates of the vocational education system in schools across the country, but also to compare them with the conditions for hiring: the current workload on staff and the level of teachers’ salaries.The aim of the present research was to find the dependence of the results of pedagogical graduates’ employment by occupation on the conditions of employment in schools: the level of teachers’ salaries and workload in the regions of Russia.Methodology and research methods. The research methodological framework is a structural approach based on applied research procedures (observation, description, comparison, counting, measurement, modelling, etc.), according to which general scientific (comparative, retrospective analysis, systematisation, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were employed. The analysis of official documents of educational authorities of different levels and educational institutions, scientific publications and forms of federal statistical observation of OO-1 and OO-2 was conducted. The processing of regional educational statistics was carried out using the Online Analytical Processing technology, which makes it possible to obtain OLAP cubes and form analytical slices in accordance with emerging research tasks. The slices were studied in detail using the Analysis ToolPak addin procedures and the statistical functions of the Excel library. In the course of the analysis, the authors performed the calculation of measures of the statistical relationship between the studied variables and their graphic visualisation.Results. This study established a high level of pedagogical labour market segmentation by territorial and qualification-age criteria of employees. The effects of influence on the part of state and public institutions and practices, leading to systematic discrimination of certain groups of educators, were revealed. Regional data provide the examples of discrimination against young teachers in remuneration, both in the process of employment due to the lack of qualification grades, and in the process of work, as a consequence of the inaccessibility to payments from the incentive part of the salary fund of schools. It is shown that the improvement of the results of pedagogical graduates’ employment by occupation is related to the improvement of the wage system, increasing the base rates and reducing the intra-industry differentiation of earnings among workers of different ages.Practical significance. The authors are convinced that this article will clarify the approaches for adjusting the mechanism for distributing the wages fund of schools, develop measures to attract young people to teaching and ensure the elimination of the shortage of personnel in the education system.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). 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The Appalachian Model Teacher Consortium is a partnership involving Radford University, Wytheville Community College, and the Grayson County (Virginia) School System. Its purpose is to prepare highly qualified teachers for rural southwest Virginia. The model was developed in response to the growing teacher shortage facing school districts in rural southwest Virginia. Poorer, more rural districts often have weaker tax bases that provide limited, and at times inadequate, financial support for their school districts. This lack of local resources often results in lower salaries and benefits when compared to many districts that compete for the shrinking pool of potential teachers. Additionally, rural communities are often geographically isolated areas and have fewer amenities that attract young teachers from outside the district. The Appalachian Model Teacher Consortium attempts to naturalize shortages by recruiting potential teachers from the local area, and providing incentives for them to stay and teach in their home community.

Rural schools face difficulties recruiting or retaining qualified teachers. Prospective teachers need help better understanding the nature of rural teaching. Despite many pluses, collegial isolation, low salaries, multiple grade or subject teaching assignments, and lack of familiarity with rural schools and communities are challenges to new teachers in rural schools. This study examined nine mid-continent institutions for five components identified as preparing and retaining teachers to teach in rural schools. From the 120 teacher preparation institutions in the mid-continent, 17 confirmed the existence of a rural program emphasis. Nine of the 17 had three or more rural programs. Three of the nine programs offered options for teachers to receive multiple certifications. As to access, seven of the nine programs offered online courses and four offered courses at more accessible community college campuses. Four of the nine recruited students from rural communities and two programs actively sought student teaching placements in rural schools.

Abstract Background The relevance of the topic lies in the fact that anti-corruption measures in educational institutions today are an acute problem in the education system of the Republic of Kazakhstan. The facts of corruption in the field of education have a destructive effect on the process of training health professionals. Methods The study of the level of anti-corruption culture was carried out on the basis of a survey of 13,110 students, 825 teachers and 199 administrators. We have developed 3 types of questionnaires for each category of respondents. The survey was conducted on the SurveyMonkey platform in May-June 2020. Results 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, passing midterm exams (ratings), and passing final exams and tests. As the main reasons for corruption in college, most respondents point to the low level of teacher salaries, low interest in learning among students. Teachers and administrators give much higher satisfaction with the level of response of the college administration to complaints about corruption and unethical attitudes than the students themselves. Conclusions In order to ensure a timely response to the facts of corruption and the formation of an anti-corruption culture, it is necessary to ensure regular feedback from students, questioning of teachers and administrators. Activities aimed at identifying, suppressing and preventing corrupt practices should primarily relate to the process of entering college, passing midterm and final exams. Key messages The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting a survey of college staff. Anti-corruption measures should relate primarily to the process of entering college, passing midterm and final exams.

Job satisfaction is one of the most widely discussed issue in organizational behaviour and Human Resource Management. In present study the researcher investigated the present level of job satisfaction among the Self Financing Engineering College Teachers: Before And During COVID 19.Job satisfaction is an elusive, even mythical, concept that has been increasingly challenged and refined particularly since the Herzberg, Mauser and Synderman study in 1959. The most important information to have regarding an employee in an institution is a validated measure of his/her level of job satisfaction (Roznowski and Hulin, 1992). A better understanding of job satisfaction and factors associated with it helps top level management in educational institutions guide employees' activities in a desired direction. The morale of employees is a deciding factor in the institution's efficiency (Chaudhary and Banerjee, 2004). The affective component encompasses the good and bad feelings about a job, such as how people feel about their supervisors, co-workers, salaries, fringe benefits, office settings and commute to work. This information can be based on facts, conjecture and rumours. And a person's predisposition to respond in a favourable or unfavourable way to things on a job is the behavioural component. This aspect of an attitude determines the course of action a person chooses.

Analisa a Cooperativa de Ensino da Cidade de Goiás e o Colégio Alternativo, na cidade de Goiás, fundados em virtude da insatisfação de um grupo de pais de camadas sociais médias tanto com a escola pública quanto com a particular. O estudo de caso coletou dados por meio de observação, análise documental, entrevistas e grupos focais. Os resultados apresentam um estabelecimento em que todos os atores participam da gestão. Do ponto de vista pedagógico, alcança eficazmente a apropriação de conteúdos pelos seus alunos para concursos públicos e o acesso à educação superior, conforme as aspirações dos pais. As despesas revelam que a remuneração docente é a mais alta da comunidade, porém a contribuição financeira das famílias é menor que a mensalidade da escola privada. Palavras-chave: ensino médio; ensino fundamental; custos educacionais; gestão participativa; cooperativismo educacional. Abstract This research project focuses on an educational co-operative and its junior and senior high school in the city of Goiás, Brazil. It was founded as a result of parents’ low level of satisfaction concerning both public and private schools. The case study analysed data from observation, documentary analysis, interviews and focus groups. The results reveal that all school actors participate in its management. From the educational perspective, the school effectively teaches the contents required by college entrance exams and other kinds of selection, according to the parents’ aspirations. The teachers’ salaries reach the highest level in the community, however, the families’ financial contribution is lower than the private school’s tuition and fees. Keywords: secondary education; primary education; educational cost; participative management; educational cooperativism.