Relevant bibliographies by topics / Teachers Supply and demand Victoria

Academic literature on the topic 'Teachers Supply and demand Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teachers Supply and demand Victoria"

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Brammer, Naomi R., and Mir-Akbar Hessami. "DECENTRALISED GENERATION IN VICTORIA, AUSTRALIA: IMPLICATIONS FOR ELECTRICITY SUPPLY RELIABILITY." Transactions of the Canadian Society for Mechanical Engineering 33, no. 1 (March 2009): 11–24. http://dx.doi.org/10.1139/tcsme-2009-0003.

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Distributed or decentralised generation (DG) using advanced fossil fuel and renewable energy technologies is an attractive alternative to traditional electricity generation. Over 75% of new generating capacity installed in the Australian state of Victoria between 2000 and 2010 will be DG from gas turbines and wind farms. However, it is uncertain if this new capacity will be sufficient to maintain historic levels of electricity supply reliability. The contribution of DG to Victoria’s electricity supply in 2010 has been assessed, through analysis of modelled supply and demand data and comparisons with data from 2000. While it was assumed that new gas turbines will provide peak load and emergency generation, the role of wind farms was evaluated by considering their equivalent firm capacity estimated using statistical and probabilistic methods. Results show that all DG from gas turbines will contribute to Victoria's electricity supply in 2010, but only 4-30% of installed wind farm capacity can be considered firm or reliable. Technical performance indicators suggest that the new generating capacity will be unable to satisfy increased demand with adequate reliability. Additional base load capacity and demand reduction measures are required to ensure Victoria’s electricity supply reliability is maintained in the future.
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Darling-Hammond, Linda, and Lisa Hudson. "Precollege Science and Mathematics Teachers: Supply, Demand, and Quality." Review of Research in Education 16 (1990): 223. http://dx.doi.org/10.2307/1167353.

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McLeskey, James, Naomi C. Tyler, and Susan Saunders Flippin. "The Supply of and Demand for Special Education Teachers." Journal of Special Education 38, no. 1 (May 2004): 5–21. http://dx.doi.org/10.1177/00224669040380010201.

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Lewis, Philip, and Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market." Australian Journal of Education 36, no. 3 (November 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.

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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.
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Howson, John, and Almut Sprigade. "Geography teachers: a snapshot of changing supply and demand." Geography 95, no. 1 (March 1, 2010): 45–47. http://dx.doi.org/10.1080/00167487.2010.12094283.

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Wayne, Andrew J. "Teacher Supply and Demand: Surprises from Primary Research." education policy analysis archives 8 (September 18, 2000): 47. http://dx.doi.org/10.14507/epaa.v8n47.2000.

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An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.
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Woyo, Erisher, and Elmarie Slabbert. "Cross-border destination marketing of attractions between borders: the case of Victoria Falls." Journal of Hospitality and Tourism Insights 2, no. 2 (June 3, 2019): 145–65. http://dx.doi.org/10.1108/jhti-10-2018-0073.

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PurposeThe success of tourism destinations is in many cases measured from a competitive advantage perspective, not from a collaborative advantage perspective, which limits the possibilities of destination marketing in a collaborative cross-border context. Currently, the marketing efforts of Victoria Falls are highly fragmented as each country promotes the attraction separately. The purpose of this paper is to explore the cross-border destination marketing possibilities and realities of Victoria Falls from a demand and supply side perspective.Design/methodology/approachA quantitative approach was applied in this study, with two separate surveys being conducted. Data for the demand side were collected by means of a questionnaire that was distributed by fieldworkers, while data for the supply side were collected online. The data were analysed using descriptive statistics, factor analyses and one-way analysis of variance.FindingsFive specific tourist motivations for visiting Victoria Falls were identified using demand data, of which sightseeing and destination attributes were the most important. Significant differences were found for tourists’ cross-border experiences using different border access points. Using supply data, challenges and opportunities of cross-border marketing were analysed. The most important opportunity was identified as cooperation, while the key challenges were economic and policy related. It is important to see the bigger picture and how cooperation can benefit both countries, which is unfortunately not currently the case for Zambia and Zimbabwe.Practical implicationsThere is a need for tourism destinations to shift from competition-based strategies to collaboration-based strategies in order to be successful. Cross-border marketing requires that each country understands tourists’ motivations and experiences. For Zambia and Zimbabwe to increase their tourist arrivals, income and investment opportunities, both countries must move away from isolating their marketing efforts of Victoria Falls. It is important to look beyond the individual benefits for each country and focus on the combined benefits. The challenges identified in this study must be addressed if Zambia and Zimbabwe’s cross-border marketing of Victoria Falls is to be effective. The integration of demand and supply views is thus critical for cross-border marketing to be effective and successful.Originality/valueResearch on cross-border destination marketing of shared border attractions is limited. With regard to Victoria Falls, such research has never been explored in an academic context. This study has value for destination marketers of Zambia and Zimbabwe, especially for attractions that are shared between their borders such as Victoria Falls and Kariba Dam. Additionally, the study has implications for attractions that are shared across the borders of southern African countries like Zimbabwe, South Africa and Mozambique, as well as other attractions shared between borders in the global context.
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Fetler, Mark. "Where Have All the Teachers Gone?" education policy analysis archives 5 (January 8, 1997): 2. http://dx.doi.org/10.14507/epaa.v5n2.1997.

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A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.
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Morse, Tammy C., and Bahaudin G. Mujtaba. "The Challenge Of Recruiting And Retaining Teachers In The United States: Is This A Compensation Or Demand Issue?" Contemporary Issues in Education Research (CIER) 1, no. 3 (January 11, 2011): 1. http://dx.doi.org/10.19030/cier.v1i3.1189.

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School districts and educational leaders as well as administrators across the nation believe they are facing teacher shortages. There is a widely-held belief that they are facing a critical shortage of teachers, primarily due to recent increases in teacher retirements and student enrollments. However, others believe that this is a superficial conclusion drawn from growing student enrollments, smaller class sizes, and retirements. The assumption incorrectly surmised is that there is not enough supply, in this case, of new teachers entering the profession, to meet demand. Studies looking at both supply and demand for new teachers entering the profession have found that the demand for teachers has indeed grown over the last decade. However, many researchers contend that there is an ample supply of teachers to not only meet, but exceed the demand. This paper explores the two sides of this topic and provides recommendations for administrators and educational leaders.
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Lichtenberg, Donovan R. "Soundoff: Teachers’ Salaries Should be Based on Supply and Demand." Mathematics Teacher 78, no. 5 (May 1985): 322–23. http://dx.doi.org/10.5951/mt.78.5.0322.

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The views expressed in the “Sound off” editorials do not necessarily reflect the views of the Editorial Panel of the Mathematics Teacher or the National Council of Teachers of Mathematics. Headers are encouraged to react to these editorials by writing to the author with copies to the Mathematics Teacher for consideration in “Reader Reflections.” Please double-space all letters that are to be considered for publication. Editorials from readers are welcomed.
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Dissertations / Theses on the topic "Teachers Supply and demand Victoria"

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Masters, Tristan Andrew, and tristan masters@acma gov au. "Supply and Demand of Creative Arts in Regional Victoria, Australia." RMIT University. Economics, Finance and Marketing, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080507.152730.

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Creative arts can make vital contributions to both economies and communities. Moreover, these impacts can be keenly felt by smaller, regional communities, where shifts away from traditional rural industries are apparent, and in the context of the Inew economy' which emphasises the importance of knowledge industries and creative industries. This research investigates creative arts supply and demand in regional Victoria, Australia through the collection and analysis of qualitative and quantitative data in three target communities. Fundamentally, this thesis presents a detailed analysis of the current supply and demand environment, including the impacts of regional arts festivals, and determines the conditions, events and characteristics which could strengthen regional Victorian supply and demand of creative arts. This thesis analyses focus group data to investigate current levels of supply of creative arts in regional Victoria. Qualitative analysis of the data shows that the supply of creative arts in the target areas is limited by scarce resources, isolation, negative community attitudes towards creative arts, and a small audience or sales market and an over-reliance on volunteers. Small and micro-businesses in the regional Victorian arts sector are seen as having motivations for operating beyond making money, limited business acumen, and have difficulty in marketing themselves effectively. Best-practice strategies to strengthen the operations of small and micro-businesses include adopting a more entrepreneurial attitude towards arts business, using an agent to source new audiences or sales markets and to maximise the promotion of their product, creating art which is accessible to the local community, and to engage in skills development and business training. Using attitudes towards creative arts, participation in creative arts and expenditure on creative arts as a measure of current demand levels, this thesis applies a range of statistical and econometric tests to the data collected from the three target communities. Contrary to the view emergent from the supply data, this thesis shows that regional Victorians have strong levels of demand for creative arts. Results show higher than average levels of overall monthly arts expenditure, and strong demand for cinema, craft fairs or exhibitions, books, CDs and other music formats. Low levels of demand were noted for classical music, opera or ballet. Chi-Squared analysis and ordered probit results show that gender, age, festival attendance, education, and individual levels of overall arts expenditure are all determinants of creative arts demand. Analysis regarding impacts and key aspects of two regional arts festivals found that regional festival patrons are more likely to be female, local to the host region, have a middle income, and hold a high school or equivalent qualification. An econometric model, including two versions of an Ordinary Least Squares regression in addition to Tobit and probit estimations, was used to more accurately estimate individual expenditure characteristics, notably accounting for the zero-expenditure of attendees who are local to the host region. This thesis provides valuable contributions to knowledge regarding the supply and demand of creative arts in regional areas. It also provides practical insights for policy makers, festival organisers, and the regional arts industry.
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Foreman, Leesa. "Localized Teacher Supply and Demand in Arkansas| An Exploration of the Supply and Demand of Teachers in Arkansas School Districts." Thesis, University of Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837198.

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There have been widespread reports of an impending teacher shortage crisis in the U.S. for more than 30 years. In the U.S., there are claims of a widespread national shortage while research indicates teacher shortages are specific to certain subjects and schools. Part of the reason for the conflicting accounts is how shortage is identified and what information is used to assess it. In this study, I test whether a uniform teacher shortage exists across the state of Arkansas. I hypothesize that, rather than a universal shortage, teacher shortages are more likely to occur in certain regions and subjects. I examine the characteristics of districts with the most favorable teaching supply and those with the greatest teaching need using descriptive and multivariate analysis of data collected from district surveys along with administrative data. In this study, “supply” is defined as the ratio of applications to vacancies and “need” is defined as the ratio of vacancies to full-time equivalent (FTE) certified classroom teachers. This is the third study to use applicants to identify teacher supply, and the first to assess teacher need or shortages in this way. Results indicate teacher supply and need are unequally distributed across the state; there is no uniform teacher shortage statewide. Regarding teacher supply, I find district size, region, and urbanicity appear to drive supply. Teacher supply is most favorable for large districts with student enrollments greater than 3,500, districts in the Northwest, and suburban and city districts. Regarding teacher need, I find urbanicity and region contribute most to need and the need appears greatest for districts in cities, and districts in the Central and Southeast regions. Teacher need does not appear to be significantly influenced by district educational success, teacher salary, or district growth. Looking at the relationship between teacher supply and need, I find three clear relationships. In the Central and Southeast regions, there is lower teacher supply and greater teacher need. In urban districts, there is both greater teacher supply and need. In higher poverty districts, there is significantly less teacher supply and more teacher need.

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Fung, Chi-kuen Eric, and 馮志權. "A study of teacher shortages and the government's response in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31964928.

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Ayuk, Emmanuel Enow. "The demand and supply of secondary school teachers in the Western Cape." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1920.

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Thesis submitted in fulfillment of the requirement for the degree Master of Education in the Faculty of Education and Social Science at the Cape Peninsula University of Technology, 2012
Education has become an area of concern both in South Africa and the rest of the world. As a result there has been an increase of about one per cent on the average number of learners in South Africa schools (Collin, 2005), especially with the ‘education for all’ policy. Learner increase requires large numbers of teachers because they play a critical role in achieving the post-apartheid transformation and development agenda (Asmal, 1999). However, there are many disturbing reports that point towards large numbers of teachers leaving the education profession in both primary and secondary sectors. Many factors have rendered education an area of distress both in the Western Cape, South Africa and elsewhere in the world today. One of these factors is the mismatch between demand and supply of teachers which is arguably exacerbated by shortage of teachers. The aim of this study is to (i) uncover factors that influence demand, supply and shortages of teachers among a select Western Cape Secondary Schools in order to (ii) primarily explore mechanisms and strategies that the selected schools employ for combating teacher demands, supply and shortages. The question following from these aims is: “How do some secondary schools in the Western Cape manage the tensions created by demand, supply and shortages of teachers?” The study employs the qualitative research method that has utilised an exploratory research design to meet the research objectives. Secondary school teachers, principals, ex-secondary school teachers and deans/directors of schools/faculties of education make up the target population for this study. The sample constituted thirty participants that were purposefully and conveniently selected. The finding in the study reveals that teacher demand and supply in the Western Cape is influenced by similar factors that occur elsewhere in the world. However the schools employ many ways to deal with teacher shortages, some of which are preventative or curative of the problem of teacher shortages. What is worth-noting is that since public schools in Western Cape are owned and funded by the provincial government, principals are limited in what they can do as most of the strategies require a high level of monetary commitment.
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Williams, Thomas Harwood. "Certified science and math teachers who are not teaching: reforms in the conditions of teaching required to encourage them to return to or enter teaching." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54457.

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One hundred and twenty-two students at Virginia Tech who had completed teacher certification requirements in science and/or mathematics from 1980 to 1986 were surveyed to determine their current employment status, and if not currently teaching, then what reforms in the conditions of teaching might encourage them to return to or enter teaching. Opinions were solicited from three groups: current teachers, those who had left teaching, and those who had never taught. Data were reported in four categories: general demographics of all groups, importance of work satisfaction for all groups, modifications in the conditions of teaching necessary to entice those not currently teaching to return to or enter teaching, and opinions of current teachers on how to improve recruitment and retention of qualified science and mathematics teachers. It was determined that the general demographics of the individuals surveyed conformed to general descriptions of teachers in current literature with the exception that the parents of Virginia Tech graduates were more highly educated and tended to hold professional and semiprofessional positions in higher percentages. No significant differences were determined among current teachers, those who left teaching, and those who had never taught in regard to opinions of work satisfaction in teaching. Lack of administrative support, poor student discipline, and low salaries were factors involved with decisions not to teach. Others left teaching to raise a family. Improvements in working conditions that would encourage non-teachers to teach include improvement of student discipline, reduction of class size, removal of incompetent teachers, reduction of teacher isolation, reduction of stress, and the improvement of the physical environment. Almost 60% of individuals not currently teaching would teach if offered a suitable position. The majority of current teachers believe that raising teachers' salaries would be the most important improvement to increase recruitment and retention of teachers, however, beginning teachers' salaries compared favorably with those of individuals employed outside of education. Almost two out of three current teachers indicated they planned to leave teaching within five or more years.
Ed. D.
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Behrstock-Sherratt, Ellen. "Teacher shortage in England and Illinois : a comparative history." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670003.

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Wilson, James A. "A profile of teachers on availability in the Protestant School of Board of Greater Montreal /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66246.

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Zokufa, Feziwe Angela Nomvuyo Nozipho. "The impact of redeployment of teachers in Port Elizabeth schools." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/677.

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The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.
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Tse, Wai-yuen Patrick, and 謝偉源. "An evaluation of the non-graduate teacher qualifications assessment scheme in Hong Kong: an attempt to find outif it is an effective way to provide local primary schools withappropriately qualified teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959076.

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Shin, Ja Eun. "Three essays in labor and health economics: individual decisions on occupation, labor supply, and demand for heatlh." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2220.

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In this dissertation, I examine individual decisions in occupational choice, labor supply, and health care utilization. Occupational choice decisions of female college graduates on whether to teach or not are analyzed to understand the role of fertility and relative wages using a panel estimation method. I also compare the behavioral changes in the labor force participation among teachers and non-teachers conditional on the presence of a new-born baby. Using the human capital model where a worker decides her hours of work responding to wages, and her human capital is accumulated proportional to her hours of work, I predict that the positive relationship between entry wages and post wages. Empirical evidence suggests that the shock in entry wages may be attributed to post wage differentials. I examine individuals?? choice of health insurance plan and utilization of health care services. Empirical evidence shows that there is favorable self-selection into health maintenance organizations (HMOs) plans and that HMO members use more of office-based and hospital outpatient services. It suggests ineffectiveness of HMO plans in reducing utilization.
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Books on the topic "Teachers Supply and demand Victoria"

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Victoria. Office of the Auditor-General. Teacher work force planning. [Melbourne]: Govt. Printer, 2001.

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Jordan, K. Forbis. Teacher supply and demand. Washington, D.C: Congressional Research Service, Library of Congress, 1985.

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1951-, Darling-Hammond Linda, Grissmer David W. 1941-, and Center for the Study of the Teaching Profession (Rand Corporation), eds. Assessing teacher supply and demand. Santa Monica, CA: Rand, Center for the Study of the Teaching Profession, 1988.

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Feistritzer, C. Emily. Teacher supply and demand surveys 1988. [Washington, D.C.]: National Center for Education Information, 1988.

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Darling-Hammond, Linda. Pre-college science and mathematics teachers: Supply, demand, and quality. Santa Monica, Cal: Rand Corporation, 1989.

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Moody, Alex Charles. A study of U.S. teacher supply and demand. Evanston, Ill: Association for School, College & University Staffing, 1992.

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Moody, Alex Charles. A study of U.S. teacher supply and demand. Evanston, Ill: Association for School, College & University Staffing, 1992.

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Hill, Alexandra. Alaska teacher supply and demand: 2005 update. [Anchorage]: University of Alaska Anchorage, Institute of Social and Economic Research, 2006.

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Bergeson, Terry. Educator supply and demand in Washington: 2002 report. Olympia, WA: Office of Superintendent of Public Instruction, 2002.

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Bergeson, Terry. Educator supply and demand in Washington: Executive summary. [Olympia, Wash.]: The Office, 2000.

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Book chapters on the topic "Teachers Supply and demand Victoria"

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Gorard, Stephen. "The supply of professionals." In Education Policy, 171–86. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.003.0011.

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This chapter considers the reported shortages of scientists and school teachers in the United Kingdom. STEM (science, technology, engineering and mathematics) subjects, students, and teachers occupy a privileged position in UK government education policy because of their economic importance, but are in short supply and/or reducing in proportion to the number of available opportunities. As with scientists, there appears to be a constant demand for more teachers in the United Kingdom and other developed countries. This chapter shows that whereas UK public spending has declined in real terms since the economic downturn of 2008 onwards, one area where policy-makers have claimed that spending has been sustained and even increased is encouraging the supply of new STEM graduates. The UK government proposals to develop the nation's scientific skills base largely lie in increasing the supply of young people into the STEM professions. Similarly, a whole range of policy initiatives have been proposed and tried to increase the supply of teachers. This chapter shows, however, the issue of shortages has yet to be effectively addressed.
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Murray, L. W., and Alev M. Efendioglu. "Addressing Global Labor Needs Using E-Training." In Encyclopedia of Human Resources Information Systems, 12–17. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch003.

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Given the increased globalization and 24/7 business operations, can we reasonably expect to rely on etraining to address a forecasted worldwide shortage of skilled workers? To answer this question, we will examine the key supply and demand determinants of the global worker shortage and analyze the critical systematic requirements that tend to favor the use of asymmetric, interactive, e-training technologies. Recent meta-studies of distance education conclude that distance education delivery is both cost-effective and is superior to face-to-face instruction, when controlling for several important intervening variables. Further, such studies conclude that when organized, systematic student discussions are employed the benefits are substantially enhanced. Give some of these identified benefits, can Internet technologies be used to somehow enable learning/training to take place, across different cultures and languages, as opposed to traditional training/educational systems which use “live” trainers/teachers in this process? To address this proposition, we will expand the discussion of tutored video instruction (TVI) by reviewing the recent research on some alternatives, regardless of whether the students taking the course are discussing the course materials at the same time
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Conference papers on the topic "Teachers Supply and demand Victoria"

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Adekunle, Akeem. "Demand for and Supply of Trade/Entrepreneurship Subjects Teachers in Public Secondary Schools in Oyo State, Nigeria." In The European Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-1162.2022.12.

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Aiken, Paul R., and Diane M. West. "Demand & Supply for Science and Technology Teachers at the Secondary and Tertiary Level within Jamaica and wider CARICOM Region." In 2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit. IEEE, 2007. http://dx.doi.org/10.1109/mgdete.2007.4760372.

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Reports on the topic "Teachers Supply and demand Victoria"

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Melnick, Hanna, Emma García, and Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/826.674.

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In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.
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