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Kartika, Lindawati, Siti Rahmawati, Dea Nur Eriza, Refindi Rizky Ramadhoni, and Erri Utami Cahyaningtyas. "COMPENSABLE FACTORS AND COMPARISON ANALYSIS OF UMP AND UMK IN TEACHER COMPENSATION SYSTEM IN JAWA BARAT." Jurnal Apresiasi Ekonomi 11, no. 1 (January 16, 2023): 102–16. http://dx.doi.org/10.31846/jae.v11i1.541.
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ABSTRACTEducation is an aspect that needs to be improved because quality human resources (HR) are born from quality education. Teachers have an important role in improving human resources, and teacher welfare also needs to be considered, one of which is by paying attention to the compensation system for teachers to match the regional minimum wage, compensable factors, and job qualifications. The purpose of this study was to evaluate compensation, especially teacher salaries, in West Java against the UMP and UMK, analyze the compensable factors of the teaching profession based on the Hay System, analyze the qualifications of teacher positions needed based on compensable factors, and compile recommendations for teacher job qualifications based on compensable factors and realization of the needs of the teaching profession in available job vacancies. This research is a quantitative descriptive study with a sample of 150 teachers from six schools in West Java, especially in the areas of Depok, Bandung, Bogor, Pangandaran, and Cirebon. The sources of data are secondary data in the form of surveys on teacher salaries in West Java and literature studies. The data analysis method used the descriptive analysis method and the hay system to determine compensable factors. The results show that the average salary of teachers in West Java is already above the regional minimum wage. There are ten compensable factors needed in determining the teacher compensation system in West Java, and education is the most important aspect with the highest weight. Several job qualifications are in accordance with the compensable factors needed in determining the teacher's compensation system, namely education, experience, communication, conceptual thinking, initiative, freedom of action, and physical effort. However, the compensable factors, complexity, decision-making, and impact are not included in the teacher's job qualifications so that these three factors can be taken into consideration to be used as job qualifications for teachers in the future.Keywords: compensable factors; compensation; Provincial Minimum Wage (UMP) and Minimum Wage of City and Districts (UMK); school
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Podstawski, Robert, Marta Żurawik, Krzysztof Borysławski, Aneta Anna Omelan, and Anatolii Tsos. "Working conditions of physical education teachers in European higher education institutions." Physical Activity Review 10, no. 2 (2022): 111–26. http://dx.doi.org/10.16926/par.2022.10.26.
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Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.
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Roshchina, Natal’ya V. "Psychological barriers and resources of professional development of future physical education teachers." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 161–65. http://dx.doi.org/10.34216/2073-1426-2020-26-4-161-165.
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This article examines the psychological barriers of the personality that prevent the development of professionalism of the future physical culture teacher. An analysis of scientific views on the phenomenon of “psychological barrier” is presented, a working definition of this concept is formulated, the results of an empirical study conducted on a sample of students of Kostroma State University (n = 120) are presented, representing the main barriers to professionalisation and the resources to overcome them. It has been established that for future physical education teachers at the initial courses of study, the dominant external psychological barriers to professionalisation include lack of time, misunderstanding from peers, criticism from others. Senior students, more immersed in their future profession, also noted the abundance of documentation, tough competition in professional activities, and low salaries as external barriers. The dominant internal barriers to professional development for future physical education teachers are laziness, lack of experience, destructive emotions, frivolous attitude to the profession, fear of their own psychological and pedagogical incompetency, and shyness. The students named readiness for self-development, willpower, perseverance, social activity, sense of humour as the main mental resources for overcoming psychological barriers. Social resources are the effective work of university pedagogues, communication with friends, the help of a coach, family support, advice from experienced people, sports, and special literature.
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Karczewska, Wiktoria. "Expenditure on education and physical culture in the commune of Skulsk and Wilczyn in 2015-2018. Comparative analysis." Journal of Education, Health and Sport 11, no. 6 (June 30, 2021): 284–90. http://dx.doi.org/10.12775/jehs.2021.11.06.031.
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According to the Constitution of the Republic of Poland of 1997, a commune is the basic unit of local self-government. The commune realizes its own tasks and commissioned tasks, and its aim is cater to local residents needs. In both analyzed communes, the main source of expenditure were own tasks. In the balance sheet, the education department had the biggest share in the expenditure of both communes. In particular, these are expenses for kindergartens, primary schools, lower secondary schools and teachers' salaries. Expenditure on physical culture does not significantly affect the balance sheet of communes.
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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.
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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
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Devi, N. Nomika, and Nongmeikapam Premika Devi. "Working Conditions Of Teachers Of Elementary Schools In The Valley Districts Of Manipur." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 178–92. http://dx.doi.org/10.26643/tjg.v8i8.8143.
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Working conditions of teachers include many tangible and intangible factors such as proper sanitary conditions, arrangements for good air and water, provision for adequate resting places, quite atmosphere, good climate, proper lighting, and cordial relations between the workers and the head with smooth liaison between the two. The State Education Commission, Manipur 1992 observed that “Lack of even the minimum essential facilities in schools particularly elementary schools, is a serious handicap in raising the quality of school education in the state. The State Education Commission, Manipur also reported that the teachers are sore about their low emoluments, poor conditions of service and lack of even essential physical infrastructure and proper teaching-learning environment in most of the schools. The matter calls for serious attention. The objective is to study the overall working conditions of elementary school teachers in the valley districts of Manipur. The investigator selected representative sample of 96 schools from different managements on the basis of stratified cluster sampling technique. Working conditions questionnaire were administered to 600 teachers. It was found 23% of the respondents reported that they do not have toilet facilities. It was reported that 42.17% teachers had insufficient numbers of teachers in their respective schools. Majority of the respondents (59%) reported that salaries were not paid in time. . Majority of the elementary teachers did not have computer knowledge (62.67%). It was also found that 32.5% did not teach their concern subject. In terms of using teaching aids (65.33%) and preparing lesson-plan(100%), the responses were high. 75.67% of teachers reported to have cordial relationship among the teachers. Only 37.33% of teachers have computer knowledge and 14.17% respondents used computer in teaching. In the age of technology the use of computer is a must. Majority of the elementary teachers did not have computer knowledge (62.67%).
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Ali, Karamat, and Rana Ejaz Ali Khan. "Private Schooling - A Quality Puzzle." LAHORE JOURNAL OF ECONOMICS 7, no. 2 (July 1, 2002): 41–64. http://dx.doi.org/10.35536/lje.2002.v7.i2.a3.
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Primary school enrollment rates in Pakistan are lower than in other countries at the same level of economic development. The proportion of children reaching grade 5 is about half that in Sri Lanka and China and three-quarter that in India. Nationally, the gross primary school ratio is 74, and 101 for boys and 45 for girls. According to the National Education Policy 1992-2002, the target of literacy rate was set at 70 percent by the year 2002, which was achievable besides other measures, by inviting the private sector into education. Now, overall, private education accounts for about 10-12 percent of gross enrollments. The government of Pakistan has established a goal of universal primary enrollment by the year 2006. In the present study the quality characteristics of private schooling are discussed, i.e. qualitative aspects of schools, physical infrastructure of schools, teachers’ qualification and salaries, and fee, dropout rate, and repletion rate of the students, etc.
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Eshtyganova, Snezhana S. "MARI STATE PEDAGOGICAL INSTITUTE NAMED AFTER N.K. KRUPSKAYA IN 1992–2008: THE END OF HISTORY." Historical Search 2, no. 3 (September 28, 2021): 15–30. http://dx.doi.org/10.47026/2712-9454-2021-2-3-15-30.
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The relevance of the research topic is due to the fact that in 2021 the Republic of Mari El celebrates the 90th anniversary of higher education. The Mari State Pedagogical Institute named after N.K. Krupskaya in the 1990s–2000s was represented by the following faculties: historical and philological, physical and mathematical, industrial and pedagogical, foreign languages, primary classes, pedagogy and psychology, physical culture, supplementary pedagogical professions, pre-university training. In 1992, the Law of the Russian Federation «On Education» was adopted, which determined restructuring of the higher education system as a whole and the Mari State Institute named after N.K. Krupskaya in particular. Until 2000, the state funding of the institute was used only for sharply reduced salaries and scholarships of students. Despite financial difficulties, the staff of the Mari State Institute named after N.K. Krupskaya achieved good results in the 1990s. The Institute was successfully attested. In 1997, he was attested in all specialties for the period of five years. In 1998, the university underwent an accreditation process. In 2003, the Institute was also successfully attested, passed licensing and accreditation. In general, the state attestation commissions noted a good level of specialists’ training. In 2008 The Mari State Pedagogical Institute named after N.K. Krupskaya merged with the Mari State University. The classical University became the legal successor of the pedagogical institute. The Mari State Pedagogical Institute named after N.K. Krupskaya during the period of its activity since 1931, has trained more than 40 000 specialists with higher professional education for the schools of the republic. It was the only university in the republic that trained specialists with the qualification of «teacher».
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Gutiérrez-García, Carlos, Luz Amelia Hoyos Cuartas, Monica Yuri Takito, and Ángel Pérez-Pueyo. "Perfil profesional de los educadores de deporte escolar en Bogotá (Professional profile of school sport educators in Bogota)." Retos, no. 26 (March 6, 2015): 60–65. http://dx.doi.org/10.47197/retos.v0i26.34400.
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Este estudio tuvo como objetivo principal analizar el perfil profesional de los educadores deportivos que trabajan en programas de deporte escolar en Bogotá, y secundariamente contrastarlo con el perfil de los educadores deportivos españoles que muestran otros estudios. Se contó con una muestra de 233 educadores de instituciones educativas públicas y privadas y de los seis estratos socioeconómicos reconocidos en Colombia. Para la recogida de datos se utilizó el Cuestionario para la caracterización del deporte escolar en Bogotá (CCDE). Los datos fueron analizados mediante estadística descriptiva y test paramétricos y no paramétricos, dependiendo de su naturaleza. Los resultados mostraron el siguiente perfil general: hombre, edad media de 37 años, formación académica inicial a nivel de licenciatura, que realiza habitualmente actividades de formación continua, acumula entre 6 y 20 años de experiencia total en la profesión, y entre 1 y 10 en su institución actual. Los contratos más frecuentes son el anual y el indefinido, a tiempo completo. Los salarios presentaron importantes variaciones, y la mayor parte de educadores trabajaban también como profesores de educación física. Es precisamente este último hecho el que hace que existan importantes diferencias en el perfil profesional de los educadores deportivos bogotanos y españoles en la gran mayoría de aspectos analizados. Se concluye que no es posible definir claramente una carrera profesional para los educadores deportivos bogotanos, al igual que sucede en España.Palabras clave: Deporte escolar, deporte educativo, educadores deportivos, profesores, entrenadores, monitores, técnicos deportivos, carrera profesional.Abstract: This study aimed mainly to analyze the professional profile of sports educators working in school sports programs in Bogota, and secondarily to compare it with the profile of sport educators in Spain as it is shown in other studies. The sample was constituted by 233 educators of public and private educational institutions and the six socioeconomic strata recognized in Colombia. The Questionnaire for Characterization of School Sports in Bogota (QCSS) was used for data collection. Data were analyzed using descriptive statistics and a variety of parametric and nonparametric tests, depending on the nature of the data. The results showed the following general profile: male, mean age of 37 years, initial academic training at the graduate level, which typically does continuing education activities, has between 6 and 20 years of experience as school sports educator, and between 1 and 10 in his current position. The most common contracts are annual full-time and full-time indefinite. Salaries varied widely, and the majority of educators also worked as physical education teachers in the same institution. It is precisely this latter fact what differentiates, in most of the analysed factors, the profile of school sport educators in Bogota with respect to the profile of sport educators in Spain. We conclude that it is not possible to clearly define a career for sports educators of Bogota, as it also happen in Spain.Key words:School sports, educational sport, sport educators, teachers, coaches, instructors, career
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Nurieva, L. M., and S. G. Kiselev. "Workload and salary as determinants of pedagogical graduates’ employment by occupation." Education and science journal 23, no. 10 (December 15, 2021): 100–128. http://dx.doi.org/10.17853/1994-5639-2021-10-100-128.
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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.
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Kilger, Magnus. "Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports." Education Sciences 10, no. 5 (May 9, 2020): 132. http://dx.doi.org/10.3390/educsci10050132.
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One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
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Sinitsa, Arseny. "Salaries in general education in Russian regions." Population 22, no. 2 (July 10, 2019): 78–90. http://dx.doi.org/10.19181/1561-7785-2019-00017.
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One of the functions of a social state is providing decent wages for labor. This is especially topical for the most important social areas — healthcare and education. In recent years, raising teacher’s salary has become one of the most important issues, but the problem is still far from being resolved. The aim of the work is to analyze the level of teachers’ salaries in municipal schools in 2013–2017 in the RF subjects with different levels of economic development. As the main indicators there were selected nominal average monthly salary of teachers, their salary in relation to the average wage in the region, and their salary in relation to the subsistence minimum of the working age population. On the basis of cluster analysis using the Ward method, there were created cartograms for the first two indicators presenting their dynamics. The analysis shows that in the period under review, the salary of teaching staff grew at a slower pace than the average wage across the country and in the majority of the RF subjects. The level of economic development of a region has a significant impact on the salary of teachers. In financial centers, industrialized and mining regions, work remuneration of teachers grew at a higher rate than in less developed agricultural ones. As a result, the interregional differentiation of teachers’ salaries in general education has increased. This indicates that the state policy aimed at raising salaries in the general education system does not reach its goal, and it is necessary to increase the state funding of general education.
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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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Gonzaga, Mário Jorge De Araújo, Wanderneide Ribeiro Sarmento, Andressa Nunes Pereira de França, Luis Soares da Costa Neto Soares da Costa Neto, Emídia Inácio Timóteo, and Raimundo Edilberto Moreira Lopes. "Didática e Rendimento Escolar no Ensino Fundamental/ Teaching and School Performance in Elementary School." ID on line. Revista de psicologia 16, no. 59 (February 28, 2022): 107–32. http://dx.doi.org/10.14295/idonline.v16i59.3378.
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Resumo: O baixo rendimento escolar é uma preocupação constante dos educadores e gestores escolares, e da sociedade de uma maneira geral, pois é uma das manifestações mais evidentes das dificuldades de aprendizagem. Este estudo tentou traçar um paralelo entre a didática do professor e o rendimento escolar do aluno, observando até que ponto o primeiro tem influência no segundo, de maneira que possamos melhorar, cada vez mais, o desafiante quadro educacional atual. Os resultados nos levaram a crer que há dois contextos a serem encarados com firmeza. Há que se enfrentar a situação com políticas públicas mais adequadas a educação (com jornadas, salários e capacitação didática constante) e, favorecer também os contextos individualizados das escolas, tirando-se proveito da estrutura existente, aproximando a família e criando melhores condições de atendimento às necessidades individuais dos próprios alunos. Portanto, as escolas paraibanas, de uma maneira geral, devem considerar um investimento forte no cante ao desenvolvimento de metodologias, material didático e formação dos professores, de forma a dedicar aos seus alunos um atendimento mais adequado aos seus interesses.Palavras-chave: Rendimento escolar, Didática, Aprendizagem. Abstract: Low school performance is a constant concern of educators and school managers, and of society in general, as it is one of the most evident manifestations of learning difficulties. This study tried to draw a parallel between the teacher's didactics and the student's academic performance, observing to what extent the first influences the second, so that we can improve, more and more, the current challenging educational framework. The results led us to believe that there are two contexts to be faced firmly. It is necessary to face the situation with public policies that are more adequate to education (with working hours, salaries, and constant didactic training) and to favor the individualized contexts of schools, taking advantage of the existing structure, bringing the family closer and creating better conditions of service. to the individual needs of the students themselves. Therefore, schools in Paraíba, in general, should consider a strong investment in singing the development of methodologies, didactic material and teacher training, to dedicate to their students a service more suited to their interests.Keywords: School Performance, Teaching, Learning.
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Rowsey, Robert E., and Terry C. Ley. "Perceptions of Teachers' Salaries and Non-salary Benefits." Journal of Teacher Education 37, no. 2 (March 1986): 42–45. http://dx.doi.org/10.1177/002248718603700208.
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Lee, Valerie E., and Julia B. Smith. "Gender Equity in Teachers’ Salaries: A Multilevel Approach." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 57–81. http://dx.doi.org/10.3102/01623737012001057.
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This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.
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Savitskaya, E., and D. Chertykovtseva. "Secondary Education Funding and Quality:Econometric Approach." Voprosy Ekonomiki, no. 4 (April 20, 2013): 112–29. http://dx.doi.org/10.32609/0042-8736-2013-4-112-129.
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The paper estimates the relationship between public expenditure on secondary education and its quality. The investigation is based on regression analysis of cross-nationally comparable funding data and student performance metrics — PISA and TIMSS. The authors conclude that the growth of teachers’ salaries measured in absolute terms and public education expenditure per student have positive influence on educational achievement, though it is rather small. However, regression analysis has not revealed dependence of students’ performance on other financial indicators — public expenditure on secondary education as a percentage of GDP, public expenditure on secondary education as a percentage of total government expenditure and teachers’ salaries measured relative to average wages in the country.
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Nadler, Carl, and Matthew Wiswall. "Risk Aversion and Support for Merit Pay: Theory and Evidence from Minnesota's Q Comp Program." Education Finance and Policy 6, no. 1 (January 2011): 75–104. http://dx.doi.org/10.1162/edfp_a_00023.
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Recent research attributes the lack of merit pay in teaching to the resistance of teachers. This article examines whether the structure of merit pay affects the types of teachers who support it. We develop a model of the relative utility teachers receive from merit pay versus the current fixed schedule of raises. We show that if teachers are risk averse, teachers with higher base salaries would be more likely to support a merit pay program that allows them to keep their current base salary and risk only future salary increases. We test the predictions of the model using data from a new merit pay program, the Minnesota Q Comp program, which requires the approval of the teachers in each school district. Consistent with the model's predictions, we find that districts with higher base salaries and a higher proportion of teachers with master's degrees are more likely to approve merit pay.
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Nir, Adam E., and Melly Naphcha. "Teachers' salaries in public education: between myth and fact." International Journal of Educational Management 21, no. 4 (May 22, 2007): 315–28. http://dx.doi.org/10.1108/09513540710749537.
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Possato, Beatris Cristina. "ABSENTEÍSMO E CONDIÇÕES DE TRABALHO DOCENTE: o que narram os professores?" Cadernos de Pesquisa 25, no. 4 (December 30, 2018): 107. http://dx.doi.org/10.18764/2178-2229.v25n4p107-127.
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Este artigo faz parte de uma pesquisa de doutorado, de cunho etnográfico, realizada em uma escola pública estadual na periferia de Campinas-SP. A pesquisa etnográfica foi composta de observação participante, com registro em diário de campo e entrevistas com os diferentes sujeitos da investigação. Após observar o cotidiano da escola durante um ano letivo, constatou-se uma elevada percentagem de absenteísmo dos professores, que impossibilitava os alunos de garantir seu direito à educação e se tornava o maior problema estrutural da escola. Deste modo, além da observação da rotina escolar, das aulas, da sala dos professores e de conversas informais realizou-se entrevistas com alguns professores da escola, com o objetivo de analisar suas condições de trabalho e o motivo das ausências excessivas. Os resultados demonstraram que não somente a degradação salarial era um desestímulo para a carreira do professor causando o absenteísmo, mas igualmente a sobrecarga de trabalho, as constantes mudanças de equipe gestora, a falta de valorização de projetos inovadores, a discordância da progressão continuada e/ou promoção automática, entre outros, eram aspectos considerados massacrantes para os entrevistados. As ausências dos professores eram justificadas como uma forma de se manter sua saúde física e mental e para os alunos, essas ausências representavam uma defasagem ainda maior na qualidade da educação pública.Palavras-chave: Professores. Condições de trabalho. Educação Pública. AbsenteísmoABSENTEEISM AND WORKING CONDITIONS DOCENT: what do teachers tell?AbstractThis article is part of my doctorate degree research, of ethnographic die, developed in a state public school, in the suburbs of Campinas-SP. The ethnographic research was composed of participant observation, with record in field journal and interviews with the different subjects of the investigation. After watching every day routines of this institution, along a school-year, a high percentage of absentee is was verified, making impossible to assure the student rights to education. This was the major problem in the school. In such way, after this observation of school dail y activities, of classes, teachers´ room, and after informal conversations we performed interviews with some teacher soft his scholar institution, our objective was to analyze the working conditions and there a sons behind the excessive absences. The results demonstrated that, not only the degradation of salary compensation was discouraging to the teachers´careerrs causing absenteeism, but the constant work over load, constant changes of the managing team, the lack of valorization of innovating projects, disagreement son continuity y of progression and/or automatic promotion, a mongothers, were some of the aspects that, according to the inter viewees, were ex hausting. Teachers´ absences were justified as a way to guarantee e psycho-physical healthand for students, these absences represented a bigger gap of the public education.Keywords: Teachers. Working Conditions. Public Education. Absenteeism.ABSENTISMO Y CONDICIONES DE TRABAJO DOCENTE: ¿qué narran los profesores?ResumenEste artículo es parte de una investigación de doctorado, de cuño etnográfico, realizada en una escuela pública estatal en la periferia de Campinas-SP. La investigación etnográfica fue compuesta por observación participante, con registro en el diario de campo y entrevistas con los distintos sujetos de la investigación. Después de observar el cotidiano de la escuela durante un año, se constató un elevado porcentaje de absentismo de profesores, que imposibilitaba a los alumnos de su derecho a la educación y se convertía en el mayor problema estructural de la escuela. De este modo, además de la observación de la rutina escolar, de las clases, de la sala de profesores y de conversaciones informales se realizaron entrevistas con algunos profesores de la escuela, con el objetivo de analizar sus condiciones de trabajo y el motivo de las ausencias excesivas. Los resultados demostraron que no sólo la degradación salarial era un desestímulo para la carrera del profesor causando el absentismo, pero también la sobrecarga de trabajo, los constantes cambios de equipo gestor, la falta de valorización de proyectos innovadores, la discordancia de la progresión continuada y / o promoción automática, entre otros, eran aspectos considerados masacrantes para los entrevistados. Las ausencias de los profesores eran justificadas como una forma de mantener su salud física y mental y para los alumnos, estas ausencias representaban un desfase aún mayor en la calidad de la educación pública.Palabras clave: Profesores. Condiciones de trabajo. Educación Pública. Absentismo.
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Golovchin, М. A. "Implementation of the Principle of Decent Wages in Russian Education: Economic and Statistical Study." Voprosy statistiki 28, no. 3 (June 29, 2021): 15–30. http://dx.doi.org/10.34023/2313-6383-2021-28-3-15-30.
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The article presents the results of economic and statistical study assessing the implementation of the principle of decent wages for employees in general education. According to the author, at present, determining the amount of funding for teachers’ salaries is caught in the trap of using the basic criterion defined as the «average salary in the region», which does not allow a significant part of specialists to receive decent remuneration for their work and provokes a high staff turnover. In order to eliminate negative trends, the author proposed adjusting the principle for payment of salaries for school teachers, with an emphasis on increasing the minimum wage rather than the average wage. The study proposes a modified method for calculating the leading coefficient. This indicator makes it possible to correlate the growth rates of teachers' salaries with the basic (starting) conditions prevailing in the regions at the beginning of the implementation of the Decree of the President of the Russian Federation No. 597 of 7 May 2012 «On Measures for the Implementation of State Social Policy» and also takes into account the uneven distribution of the salary fund for school teachers (by comparing the achievement of the May decree target in regions with the number of specialists receiving a minimum salary or less). The modified methodology was tested on statistical data for 83 constituent entities of Russia. The approbation showed that in 2019 11 constituent entities of the Russian Federation could not provide even the minimum conditions for a decent salary for all school teachers (in 2015, they included 3 territories, in 2017 – 13). All the necessary conditions for the implementation of the principle of decent salaries are created only in three constituent entities of the Russian Federation. The conclusion summarizes possibilities of practical use of regional experience in the implementation of the «All included» model (based on the establishment of a single salary for all professional activities in the school) to improve the planning of teachers' salaries in the constituent entities of the Russian Federation.
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Streams, Meg, J. S. Butler, Joshua Cowen, Jacob Fowles, and Eugenia F. Toma. "School Finance Reform: Do Equalized Expenditures Imply Equalized Teacher Salaries?" Education Finance and Policy 6, no. 4 (October 2011): 508–36. http://dx.doi.org/10.1162/edfp_a_00046.
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Kentucky is a poor, relatively rural state that contrasts greatly with the relatively urban and wealthy states typically the subject of education studies employing large-scale administrative data. For this reason, Kentucky's experience of major school finance and curricular reform is highly salient for understanding teacher labor market dynamics. This study examines the time path of teacher salaries in Appalachian and non-Appalachian Kentucky using a novel teacher-level administrative data set. Our results suggest that the Kentucky Education Reform Act (KERA) provided a salary boost for all Appalachian teachers, resulting in a wage premium for teachers of low and medium experience and equalizing pay across Appalachian and non-Appalachian districts for teachers of high experience. However, we find that Appalachian salaries fell back to the level of non-Appalachian teachers roughly a decade following reform, at which point the pre-KERA remuneration patterns re-emerge.
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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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Han, Seong Won, Francesca Borgonovi, and Sonia Guerriero. "What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective." American Educational Research Journal 55, no. 1 (September 25, 2017): 3–39. http://dx.doi.org/10.3102/0002831217729875.
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This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.
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Michniuk, Anna. "Why Polish Teachers Quit Jobs in Public Schools? Research Report." Yearbook of Pedagogy 43, no. 1 (December 1, 2020): 153–65. http://dx.doi.org/10.2478/rp-2020-0009.
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Summary The aim of the article is to present the reasons for leaving the job in public schools by Polish teachers. The author describes the current situation of teachers in Poland, paying attention to their salaries and some expectations set for them. Based on the research results (N = 108), it was found that Polish teachers most often leave teaching in public schools for: financial reasons (too low salaries), being mobbed by the headteachers, divisions in the teachers’ group and also too tough and outdated education system. These reasons are connected with internal and external motivations. Interestingly, after quitting a public school, almost 40% of the respondents wanted to stay in education field, 12% wanted to emigrate and 10% of respondents declared to move to the job which will be connected with ICT.
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Liu, Xiaofeng Steven, and J. Patrick Meyer. "Teachers’ Perceptions of Their Jobs: A Multilevel Analysis of the Teacher Foliow-Up Survey for 1994—95." Teachers College Record: The Voice of Scholarship in Education 107, no. 5 (May 2005): 985–1003. http://dx.doi.org/10.1177/016146810510700504.
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This study examined teachers’ perceptions of their jobs and teacher turnover through an analysis of data from the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey. Our analysis suggests that student discipline problems were a major reason for teachers’ dissatisfaction with their jobs, second only to low compensation. Private school teachers generally encountered fewer student discipline problems and perceived their professional lives more favorably than public school teachers, although private schools usually offer lower salaries than public schools. Minority teachers were less satisfied with work conditions and student discipline problems than nonminority teachers. These findings imply policy changes for teacher retention.
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Henderson, Donald H. "Physical Education Teachers." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 44–48. http://dx.doi.org/10.1080/07303084.1985.10604215.
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Fultz, Michael. "African-American Teachers in the South, 1890–1940: Growth, Feminization, and Salary Discrimination." Teachers College Record: The Voice of Scholarship in Education 96, no. 3 (March 1995): 1–25. http://dx.doi.org/10.1177/016146819509600312.
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The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890 to 1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved. The history of African-American teachers in the South has been a neglected area of American educational history, and consequently the feminization of the black teaching cadre has seldom been systematically examined. Likewise, paltry, discriminatory salaries were a linchpin in the South's system of segregated schooling, but their pervasive influence on a number of aspects of the African-American educational experience, and the arguments crafted by African-American educators, has not been fully considered. The broader intent, of course, is to begin to lay the groundwork for a rich and dynamic consideration of the problems and the achievements, the possibilities and the limitations, of African-American teachers in the era of de jure segregation.
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Lundh Nilsson, Fay, and Niclas Blomberg. "Transforming and Financing Intermediate-Level Technical Education During Industrialisation: Sweden 1850–1920." Nordic Journal of Educational History 8, no. 2 (March 24, 2022): 95–124. http://dx.doi.org/10.36368/njedh.v8i2.292.
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Around 1900, Sweden had transformed into a modern industrial nation. A three-level technical school system, introduced in the 1850s, ensured that Sweden maintained a strong position among other industrialised countries. In this article, we study changes in the structure and financing of the technical secondary schools, the middle level of the system, between 1850 and 1919. Both local and national actors were important in the structural changes and educational reforms, but government grants remained the same for extended periods, which led to frequent discussions and pleas for increased funding. Low salaries compared to other forms of schooling and competition from the industry gradually became a problem recruiting qualified teachers. However, stakeholders who considered the education of middle-level technicians an important matter pushed for increased funding, improvements in teachers’ salaries and employment conditions, and restructuring of the teaching to keep pace with technological development.
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Mohammed, Issiah. "Factors affecting secondary schools teachers’ motivation in the Elliotdale Circuit, South Africa." African Educational Research Journal 10, no. 3 (July 13, 2022): 211–18. http://dx.doi.org/10.30918/aerj.103.19.030.
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This study examines factors affecting teachers’ motivation at secondary schools in the Elliotdale Circuit. The research approach adopted was qualitative. The design used was a case study. The purposive sampling technique was used to select a sample size of twenty-two (22) respondents, which comprised principals, teachers, subject advisors and teacher union representatives. Face-to-face interviews were conducted while data collected were analysed thematically. Findings revealed inadequate teacher-learner support materials in schools, non-payment of temporary teachers’ salaries, lack of access roads to and from schools, lack of secured accommodations for teachers, poverty and lack of electricity and running water in some schools were the factors affecting teachers’ job satisfaction and motivation in the secondary schools. Some recommendations were: School Governing Body to work with the Department of Education to provide schools with adequate teacher-learner support materials, to ensure regular and competitive salaries for teachers, to implement rural allowances for teachers and to provide teachers with secured accommodations, electricity and running water.
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Jacobson, Stephen L., and Sylvia Kennedy. "Notes: Deferred Salary Leaves in Education: A Canadian Alternative to Reductions in the Teaching Work Force." Educational Evaluation and Policy Analysis 14, no. 1 (March 1992): 83–87. http://dx.doi.org/10.3102/01623737014001083.
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A number of Canadian school districts have implemented deferred salary leave plans as an alternative to reducing the size of their teaching force. These plans, allowing teachers to defer a proportion of their salaries over several years to fund a year of leave, also provide educators with an added opportunity for personal and professional revitalization.
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West, Kristine L. "New Measures of Teachers’ Work Hours and Implications for Wage Comparisons." Education Finance and Policy 9, no. 3 (July 2014): 231–63. http://dx.doi.org/10.1162/edfp_a_00133.
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Researchers have good data on teachers' annual salaries but a hazy understanding of teachers’ hours of work. This makes it difficult to calculate an accurate hourly wage and leads policy makers to default to anecdote rather than fact when debating teacher pay. Using data from the American Time Use Survey, I find that teachers work an average of 34.5 hours per week on an annual basis (38.0 hours per week during the school year and 21.5 hours per week during the summer months). I find that when hours per week are accurately accounted for high school teachers earn in the range of 7–14 percent less than demographically similar workers in other occupations. However, elementary, middle, and special education teachers earn higher wages than demographically similar workers in other occupations.
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Roch, Christine H., and Na Sai. "Charter School Teacher Job Satisfaction." Educational Policy 31, no. 7 (January 10, 2016): 951–91. http://dx.doi.org/10.1177/0895904815625281.
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We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.
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Murnane, Richard, Judith Singer, and John Willett. "The Influences of Salaries and "Opportunity Costs" on Teachers' Career Choices: Evidence from North Carolina." Harvard Educational Review 59, no. 3 (September 1, 1989): 325–47. http://dx.doi.org/10.17763/haer.59.3.040r1583036775um.
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Richard Murnane, Judith Singer, and John Willett analyze data from a larger study on the factors influencing career paths of teachers, focusing specifically on the career paths of White teachers in North Carolina who were first hired between 1976 and 1978. Using methodology known as "hazards modeling," the authors explore the relationship between the risk of leaving teaching, on the one hand, and teacher salary and opportunity cost, on the other hand. By employing hazards models, they are able to examine simultaneously various predictors of risk of leaving teaching — gender, National Teacher Examination (NTE)score, subject specialty, and the level of teaching (elementary or secondary) — and to determine whether the effects of these predictors remain constant or vary across teachers' careers. The authors conclude by discussing implications for policy and for teacher supply and demand models.
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Wu, Shixu. "Critically Consider the Role of Gender in Early Childhood Education." Research and Advances in Education 2, no. 1 (January 2023): 41–49. http://dx.doi.org/10.56397/rae.2023.01.07.
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This study examines the concept of gender, the factors that influence children's perceptions of gender and the reasons for the imbalance between the number of male and female kindergarten teachers. The study found that Children's understanding of gender can be influenced by the behaviour of parents and teachers and by cues from the media. The low salary and low social status of preschool teachers, as well as the constraints of traditional social attitudes, are factors that may lead to a much lower number of male kindergarten teachers than female teachers. Parents and teachers need to remove the influence of gender stereotypes and create a relaxed and positive environment for children to develop their gender awareness. There is a need for the government and educational institutions to improve the salaries and conditions of male and female teachers and to attract more male teachers to the ECE profession, which will help break down gender stereotypes of children.
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McGee, Joshua B., and Marcus A. Winters. "How Pensions Contribute to the Premium Paid to Experienced Public School Teachers." Educational Researcher 46, no. 5 (June 2017): 250–58. http://dx.doi.org/10.3102/0013189x17721906.
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Many argue that public school systems should stop linking teachers’ salaries so closely to their years of experience. However, the effect of deferred retirement compensation on the premium paid to experienced teachers has, to date, been underappreciated. To shed more light on this issue, we calculate the total compensation earned by teachers in New York City and Philadelphia from both salary and deferred retirement compensation under each system’s currently operating defined-benefit plan. Retirement compensation in both cities is back-loaded, which substantially increases the premium paid to highly experienced teachers. In late-career years, teachers often earn a larger compensation premium from the accrual of pension benefits than from salary. We show that cash-balance retirement plans, which are less back-loaded, would substantially reduce experience premiums without reducing the total compensation for the average entering teacher.
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Woodbury, Stephen A. "The Scope of Bargaining and Bargaining Outcomes in the Public Schools." ILR Review 38, no. 2 (January 1985): 195–210. http://dx.doi.org/10.1177/001979398503800203.
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This study examines state-to-state variations in the legality of bargaining over class size in public schools, to determine, first, whether these variations in the legal scope of bargaining bear any relationship to actual class sizes and, second, whether these variations are indirectly associated with teachers' salaries. Using a model of the quality of education to analyze data from the 1977 Census of Governments on 4,851 independent school districts, the author concludes that restrictions on class-size bargaining are associated with both larger student-teacher ratios and higher teachers' salaries. He also finds that the availability of voluntary arbitration and the limited right to strike are related to lower student-teacher ratios.
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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.
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The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a primary and a secondary school, are used for the pilot study. This case study involved 112 teachers from a primary school and 75 teachers from a high school in Kuala Lumpur. Data collected, over a period of one year, include attendance records, teacher movement records and medical appointment letters. On average, teachers who were absent from school or the classroom comprised10% of the school year. 50% of the teacher absenteeism was due to personal reasons, and 50% was due to work duties. The financiallossto students due to teacher absenteeism is estimated to be equal to that of the teacher’s average monthly salary. The total costs to both schools were calculated to be more than half a million Malaysian Ringgit for an academic year of schooling. This amount is enough to pay the annual salaries of almost seven teachers for each school. Instructional time lost needs to be prevented as this means high financial costs and an adverse impact on student learning. It also indicates the inefficient use and management of economic resources. However, the findings based on one case study alone are insufficient tojustify for an immediate change in the education policies. Further in-depth study involving more samples and more comprehensive research needs to be carried out to obtain a better picture.
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Nurhattati, Nurhattati, Ahmad Jauhari H. Ripki, Choirul Fuad Yusuf, Rihlah Nur Aulia, and Desi Rahmawati. "Job satisfaction as a strategy for increasing teachers’ creativity in teaching." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3874–82. http://dx.doi.org/10.18844/cjes.v17i10.7506.
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This study aims to expose creativity as an essential aspect for teachers at schools, and how it is affected by job satisfaction. It employs a quantitative method with causal approach. It involves 219 private vocational high school teachers, whose number is resolved under the Slovin formula and selected by simple random sampling. Data are collected using a job satisfaction questionnaire (X1) and creativity questionnaire (Y), tested for validity and reliability, and processed with SPSS statistical analysis model. The results suggested that teachers' creativity could increase through job satisfaction. A strong indicator that influences teachers’ job satisfaction the most is teaching supervision at schools, compared to the colleague support, salaries, working conditions, and personality. Therefore, to increase the teachers’ creativity, the principal should improve the teaching supervision for teachers. This research contributes in the way that teaching supervision could improve their job satisfaction, which strongly stimulates the improvement of their creativity. Keywords: Job Satisfaction, Teacher, Teaching Creativity, Teaching Supevision
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Matuzevičiūtė-Balčiūnienė, Kristina, and Dovilė Jašinskienė. "Assessment of the Impact of Factors Determining the Teachers’ Salary: the Case of Radviliškis District." Socialiniai tyrimai 44, no. 2 (November 11, 2021): 110–28. http://dx.doi.org/10.15388/soctyr.44.2.7.
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Based on the results of the theoretical analysis, problems such as the aging population of teachers, the lack of attractiveness of the teaching profession and the shortage of teachers in certain subjects have been identified in the education system, as well as in some geographical areas. The recent reform of the teacher’s payment system in Lithuania was started in 2018, so the problem analysed in the article is relatively new, which leads to a lack of research, as apart from some statistics, analysts’ insights and forecasts, scientific research on this topic is insufficient. In this study, an independently pooled cross-sections model is used to assess the factors of teachers ’salaries. The results of the research show that after the introduction of the full- time payment system, the salaries of teachers in Radviliškis district did not increase. This was due to the reduction in the size of the workload following the introduction of the full- time payment system.
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Podgursky, Michael, and Ruttaya Tongrut. "(Mis-)Measuring the Relative Pay of Public School Teachers." Education Finance and Policy 1, no. 4 (October 2006): 425–40. http://dx.doi.org/10.1162/edfp.2006.1.4.425.
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Statistics on the relative pay of public school teachers are routinely cited by plaintiffs in school finance (“adequacy”) lawsuits. However, comparisons of pay and benefits for public school teachers to those of professional employees in other sectors are complicated by the fact that most teachers work under contracts that are nine or ten months in length rather than a full year. The authors show that this makes household survey data on weekly earnings in the widely used Current Population Survey (CPS-ORG) unreliable. In general, employer-reported data on salaries and benefits such as the National Compensation Survey (NCS) or state administrative data are preferred for this type of comparison. NCS data on weekly earnings in metropolitan labormarkets suggest that pay of public school teachers compares much more favorably to that of nonteachers than CPS-ORG data suggest.
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Levin, Henry M. "Solving the Shortage of Mathematics and Science Teachers." Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 371–82. http://dx.doi.org/10.3102/01623737007004371.
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Present shortages of mathematics and science teachers in secondary schools are not a new phenomenon. Such shortages have been present for at least 40 years, with only the magnitude of the shortages fluctuating. Nor is the cause of the shortages a new phenomenon. Just as school salary policy, with its reliance on the single salary schedule, has not provided competitive salaries for mathematics and science specialists in the past, it continues to create a shortfall in the number of qualified mathematics and science personnel willing to take teacher training and offer their services to schools. It is only by providing special increments to attract mathematics and science specialists that a long-term solution can be effected. Schools can accommodate such a change in policy through careful and systematic planning. Both the state and federal governments have roles to play in assisting schools to formulate salary policies that will attract adequate numbers of qualified teachers for all openings.
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Ferguson, Maria. "Washington View." Phi Delta Kappan 100, no. 1 (August 27, 2018): 40–41. http://dx.doi.org/10.1177/0031721718797122.
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Maria Ferguson looks at results from the latest PDK poll, which shows the highest level of support ever for increasing teacher salaries. This support is significant at a time of high-profile teacher strikes and the Supreme Court’s Janus ruling that forbids requiring non-union members to pay fair-share fees. Another acknowledgement of the challenges of teaching today was poll respondents’ reduced enthusiasm for the idea of their own children becoming teachers.
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Madekhan, Madekhan, and Winarto Eka Wahyudi. "Efektifitas Partisipasi Finansial Masyarakat dalam Lembaga Pendidikan Islam." Indonesian Journal of Islamic Education Studies (IJIES) 3, no. 2 (December 31, 2020): 194–215. http://dx.doi.org/10.33367/ijies.v3i2.1385.
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In the context of education, the whole of society has the possibility to contribute financially to the funding of education. Researchers found this type of participation through the Islamic Education Reform Movement Foundation (GUPPI) as an educational organization that has consistently collected and managed budgets from student guardians to ensure the availability of salaries for teachers and employees at MI Islamiyah Dinoyo. Through a mixed research method with a chain exploration, design, this study seeks to analyze the effectiveness of the management of community financial participation by the Dinoyo GUPPI Foundation in supporting education funding at MI Islamiyah Dinoyo. The results showed that the successful management of public financial participation was supported by the application of the principles of openness, voluntaries, affirmation to poor households, and maintaining the principles of justice. Meanwhile, the effectiveness of the results of the management of community financial participation by the GUPPI Dinoyo Foundation is evidenced by the payment of salaries and allowances for teachers and employees of MI Islamiyah Dinoyo which reaches 92% of the funds raised.
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Sullivan, Charles. "LOCAL ROOTS, GLOBAL BRANCHES: ELEMENT OF SECONDARY HISTORY EDUCATION IN THE UNITED STATES." Journal of Social Studies (JSS) 13, no. 1 (November 21, 2017): 82–89. http://dx.doi.org/10.21831/jss.v13i1.17740.
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The history of American education is a history of local control. Symbolized by the image of the one-room “little red schoolhouse”, from our nation’s beginnings, schools have been under the direction of local communities. Teachers were hired by local school boards, who paid their salaries and often provided housing and food as well. Curriculum was also set locally, although often through the choice of textbooks, or primers, that were the published work of various education “experts” from other places. Importantly, teachers were also fired locally. As a result, American education has long been quite sensitively calibrated to local outlooks, concerns and politics.
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Beaudin, Barbara Q. "Former Teachers Who Return to Public Schools: District and Teacher Characteristics of Teachers Who Return to the Districts They Left." Educational Evaluation and Policy Analysis 17, no. 4 (December 1995): 462–75. http://dx.doi.org/10.3102/01623737017004462.
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This is a companion article to “Teachers Who Interrupt Their Careers: Characteristics of Those Who Return to the Classroom” ( Beaudin, 1993a ). The research summarized in the prior article was directed at understanding the composition of the teacher “reserve pool” at the state level. It examined teacher characteristics, experience, subject-area specialty, and opportunity costs that distinguished teachers who returned to public schools in Michigan from those who did not. In the following article, the analysis is conducted at the district level. Using maximum likelihood logistic regression analysis, district and teacher characteristics are identified that differentiate teachers who return to the districts they left from those who return to other public school districts in the state. The findings show teachers return to the districts they left if the districts paid higher first-year salaries and had higher levels of educational funding and higher pupil-teacher ratios than other districts in the state. More experienced teachers who interrupted their careers for one year, females, older, and Black teachers were more likely to return to the districts they left than to other school districts.
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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.
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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.
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Borman, Geoffrey D., and N. Maritza Dowling. "Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research." Review of Educational Research 78, no. 3 (September 2008): 367–409. http://dx.doi.org/10.3102/0034654308321455.
Full textAbstract:
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries), are also key moderators. The evidence suggests that attrition from teaching is (a) not necessarily “healthy” turnover, (b) influenced by various personal and professional factors that change across teachers’ career paths, (c) more strongly moderated by characteristics of teachers’ work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives. Though researchers have utilized a number of national and state databases and have applied economic labor theory to questions related to teacher attrition, the authors argue that better longitudinal data on teacher career paths and more nuanced theories are needed.
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Kang, Nam-Hwa, and Miyoung Hong. "Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea." Educational Researcher 37, no. 4 (May 2008): 200–207. http://dx.doi.org/10.3102/0013189x08319571.
Full textAbstract:
Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.
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Silva Montes, Cesar, and Arturo Gutiérrez Lozano. "La Reforma Educativa de 2013 y sus efectos en la precarización del trabajo docente en México." education policy analysis archives 28 (September 21, 2020): 140. http://dx.doi.org/10.14507/epaa.28.4630.
Full textAbstract:
This article analyzes the increase in the precariousness of Mexican public education since the approval and implementation of the Educational Reform in 2013. The basis of the study is the analysis of the discourse of public basic education teachers in Ciudad Juarez regarding the loss of earned labor rights. For example, the inability of new teachers to receive the same salaries and benefits as the previous generation of teachers, as well as the increase in responsibilities, activities, and obligations. In addition, teaching flexibilization allows teachers to recognize working conditions as precarious, compared to previous jobs, they conceive it as stable employment. This research shows how managerialism, Toyotism, flexibilization and outsourcing models according to the international neoliberal trend eliminates the union identity of the teaching profession and reconfigures it on the basis of the logic of efficiency and effectiveness through standardized and decontextualized evaluations, as a recent phenomenon in the Mexican teaching profession.