Academic literature on the topic 'Public School Employes' Retirement System'

AbstractThis study uses a unique data set of retiree characteristics and salary histories for administrators, teachers, and non-professional employees of the Denver Public School Retirement System (DPSRS) to analyze surplus deferred compensation for DPSRS and four state K-12 defined benefit pension plans. We find sizable levels of surplus deferred compensation for each plan, with significant differences across plans, job classes, and age groups. Across plans, differences in cost of living allowances impact the expected present value of retirement benefits more than benefit table differences when controlling for each respective factor. Somewhat surprisingly, the plans in our study with the largest present value of future benefits had lower employee contribution rates. Pension wealth for reduced benefits showed larger wealth accrual at younger ages than full, unreduced benefits, and younger cohorts starting work at an earlier age received significantly higher surplus deferred compensation.

Purpose – The purpose of this paper is to report on a study examining the existence and perceived influence of “generational collide” for teachers and leaders across three generations – Baby Boomers, Generation X (Gen X) and Generation Y (Gen Y). The study sought to further determine if a teacher’s generation, gender, school level or position influenced their beliefs about generational leadership change. Design/methodology/approach – This study employed a cross-sectional survey using an explanatory sequential mixed methods design. A random sample of teachers and leaders from schools in the Sydney metropolitan area participated in a questionnaire (n=244) and a purposive sample of eight participants from each of the three generational groups (n=24) participated in a follow up interview. Findings – The data revealed that teachers and leaders across all three generations agreed that “generational collide” is real and is currently happening in some schools. Each generation has their own perceptions about the “collide” and often do not recognise that this may differ for other generations. In relation to the key variables, this study demonstrated that primary teachers were significantly more likely to believe that generational leadership change was happening than secondary teachers and that Baby Boomers were significantly more likely to view their staying on past retirement age as positive compared to both Gen X and Gen Y. Practical implications – The findings from this study have practical implications for system leaders charged with the responsibility of providing the supply of quality leadership for schools through effective succession planning programmes and policies. Social implications – The findings from this study have social implications for principals’ (and deputy principals’) professional associations who have the responsibility for the personal, professional and career welfare of principals and aspiring principals. Originality/value – This paper adds to the growing body of evidence around generational collide in schools by providing an Australian perspective on the phenomenon. Moreover, this paper raises important concerns for school leaders and administrators involved in leadership development initiatives at the micro, meso and macro levels. Teachers in each generation have specific beliefs around promotion, career pathways, knowledge transfer and talent retention that need to be recognised and considered in future succession planning.

This paper reports on a study of married participants in the Oregon Public Employes Retirement System (PERS) to gain information about their retirement decisions. The study used four mail-in questionnaires in conjunction with computerized participant data. This study looks beyond the status of the couple immediately following retirement and attempts to forecast the well-being of the household, i.e., the surviving spouse, when and if a retiree predeceases the spouse. As indicated by research in labor economics, all income streams are converted to an asset or wealth variable for analysis. The results indicate that, assuming no depletion of savings by long-term illness, 65 percent of the couples can expect adequate monthly income during their retirements. Only about one-third of the participants elected any form of joint-and-survivor payout that assures lifetime income to the spouse. Significant drops in income are expected to occur in these households following the death of the retiree as average life insurance holdings are not adequate to replace the predicted drops in pension and social security payments. Overall the spouses of those who purchased life insurance could expect equivalent levels of income after the death of the retiree; however, the variance was higher among this population. The paper concludes with a discussion of the implications for the pension plan and its sponsors when a high level of popularity is observed for private alternatives. The changes spurred in Oregon's Public Employee Retirement System as a result of this investigation also are reported.

Subject area PT. Bank Central Asia, Tbk. (BCA), the largest national private bank in Indonesia, won an award for the Best Bank at the Euromoney Awards for Excellence (Asia) 2014. During the same event, in several categories, haloBCATM and BCA employees also won several awards. Previously, a number of awards were received by BCA such as: Best Indonesia Local Private Bank in 2010, Contact Center World Champion in 2012 and 2013, and Best Mega Contact Center in Asia Pacific Region in 2014. BCA is currently facing a problem of an aging population. Since the economy crisis facing the country in 1998, BCA has recruited fewer employees. The company resumed recruiting in 2010. BCA’s human resource (HR) profile in 2013 showed that nearly half of BCA’s permanent employees were aged 45 years or older, 40 per cent of whom have been working for more than 20 years. At the time of their retirement, the Bank faces the potential of losing a significant number of employees from three different generations. BCA has raised its efforts to recruit new talent. However, recruitment is not easy, as BCA wants its new employees to continue maintaining BCA’s heritage, building the Bank to become an Indonesian company that they can be proud of. How have these values, which have been a common belief, a foundation to work passionately and the glue that bonds the Bank’s employees, executives and owners, been communicated outside of the BCA and have been used to attract the future successors of BCA in Indonesia? Study level/applicability Master Degree in Human Resources Management or MBA Program. Case overview PT Bank Central Asia Tbk (BCA), which was established on February 1957, is Indonesia’s largest lender by market value and the second largest bank by assets. The bank has experienced a remarkable recovery from the Asian Financial Crisis in the late 1990s when the Indonesian banking system became almost bankrupt. It provides both commercial and personal banking services through its 1,000-plus branches across the country. As the largest national private bank, BCA is a well-known bank in Indonesia. BCA is managing more than 12 million customer accounts, processing hundreds of millions of financial transactions and fulfilling the needs of individual and corporate customers through various products and services. BCA Automatic Teller Machines (ATMs) are located virtually and BCA’s Electronic Data Capture (EDC) machines are available at many merchants both in big cities or small towns across Indonesia’s archipelago. However, for a nation with a population of more than 240 million spread out over 34 provinces, the presence of BCA is still deemed unevenly distributed. In the next 10 years, BCA has no plan yet of expanding outside of Indonesia. BCA put its attention on developing its market in Eastern Indonesia. Funding sources, which usually becomes an issue for expanding companies, are not a source of concern for BCA. BCA is currently facing a problem of an aging population. Since the economy crisis facing the country in 1998, BCA has recruited fewer new employees. The company had recently resumed recruiting in 2010. BCA’s HR profile in 2013 showed that nearly half of BCA’s permanent employees were 45 years of age or older, 40 percent of whom have been working for more than 20 years. At the time of their retirement, the Bank faces the potential of losing a significant number of employees from three different generations. Currently, BCA has raised its efforts to recruit new talent and its future leaders through various programs, such as: BCA Development Program (BDP), one of the most acknowledged management trainee programs in the Indonesian banking industry, provides intensive and rigorous training to selected new recruits to ensure development of BCA key talents and future leaders. HR business partners that actively visit campuses in the eastern region of Indonesia. Socialization programs in state and private universities. Job fairs, Web recruitment, internships and employee referrals, job opportunity advertisements posted at BCA branch offices located near universities and in the leading mass media. Utilization of recruitment consultant services, especially to find candidates with specific qualifications. Utilization of communication media printed (poster, flyer, booklet, banners) and electronically. Provision of scholarships to high school graduates with excellent academic records but facing financial difficulties. However, recruitment is not easy for BCA because – like other well-known companies in Indonesia – the Bank only recruits the best people based on the prospective employees’ hard and soft competencies. BCA’s aim to project a positive perception toward its employees as “a fun workplace with family-oriented atmosphere, and commitment about employees’ development” has yet to strongly resonate in Indonesia’s labor market. BCA wants its new employees to continue maintaining BCA’s heritage, building the Bank to become an Indonesian company that they can be proud of. How have these values, which have been a common belief, a foundation to work passionately and the glue that bonds the Bank’s employees, executives and owners, been communicated outside of BCA and have been used to attract the future successors of BCA in Indonesia? How should BCA obtain a large number of qualified talent pools through an effective Employer Branding strategy? Expected learning outcomes By the end of discussing the case, the learner will be: conceptually: able to explain what is meant by employer branding, internal and external approach and able to explain the relationship of employer branding with business strategy, talent management strategies and HR management functions as a whole; practically: able to identify and analyze BCA Recent Condition – able to explain the BCA brand image in the eyes of public/external/job seekers in Indonesia and internal/current employees of BCA – able to identify strategies that BCA does to recruit potential job seekers – and able to explain the influence of innovative products and services that BCA has currently on BCA employer branding; able to identify BCA goals/needs; able to identify the characteristics, needs and preferences of BCA target group of workers, concerning to the latest issues arise such as: Gen Y and AEC (ASEAN Economic Community); able to evaluate the effectiveness of BCA employer branding strategy and communications and to identify the problems faced by BCA related to employer branding; able to generate ideas related to the improvement of BCA employer branding strategy and programs – what message to be branded (company unique employee value propositions – tangibles and intangibles) – what program to be implemented (internal and external) – and how is the integrated marketing communication strategy (segmenting-targeting-positioning, channels). Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS:6: Human Resource Management.

Public school teachers deserve a compensation system that puts them on a secure path toward retirement. The severely backloaded structure of today’s public school teacher pension systems benefit only a small proportion of entering teachers while putting the rest on an insecure retirement path. But there is a cost-neutral solution to this problem that would benefit most teachers entering public school classrooms today without removing any of the protections from the stock market with which teachers have become accustomed. Teacher pensions could be restructured so that teachers earn retirement wealth in relatively equal intervals throughout their careers. The author calls these Smooth Accrual Defined Benefit plans.

Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers’ revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC plan, despite the fact that teachers not actively deciding within six months were defaulted into the DB plan. The share choosing the DC plan was higher among teachers with advanced degrees, math and science teachers, and teachers in charter schools. It was lower among special education teachers and especially among black and Hispanic teachers. There was only a slight relationship between plan choice and teacher value added to student achievement, with teachers in the bottom value-added quartile roughly 2 percentage points less likely to choose the DC option.

Purpose The purpose of this paper is to investigate the main predictors of university students’ intention to invest in a pension fund: an understanding of how young people perceive retirement planning is relevant for its policy implications. Design/methodology/approach The authors apply the theory of planned behaviour (TPB) proposed by Ajzen (1985) which explains how human behaviour is guided, and provides a framework to explore the underlying beliefs that affect one’s behaviours. Findings The evidence on a sample of Italian university students highlights that the TPB predictors, pension knowledge, money management and the highest level of financial literacy, positively influence their intention to invest in a pension fund. Research limitations/implications Although the authors are aware of the limitations of the analysis (limited to a specific country and to a specific financial product), the authors believe that the study has the merit of offering a number of ideas for further research. In fact, there are few contributions in the literature that identify the intention of young people to save for retirement. The study sheds light on this important issue. However, because it is limited to Italian university students, its findings cannot be generalised. Practical implications The study can be used by regulators, financial educators, counsellors and public institutions to increase the propensity of young people to plan for their future and guide them towards attitudes and behaviours most likely to increase their savings for retirement. Social implications The evidence suggests that regulators, institutions and educators should improve the information that is provided to families first and to the younger generations – at school, for instance – about the functioning of the pension system. The survey’s findings emphasise that university students are generally unaware of the many reforms to the system while believing that their state pensions will be sufficient to maintain a retirement standard of living that is the same as the standard of living achieved during their working lives. Originality/value In the authors’ knowledge, there are not studies that focus on the youngs’ intention to invest in a pension fund. The authors believe that millennials are the most hitted by the Fornero’s reform and understand which predictors affect this intention can allow to drive the decision in investing in these important financial tools.

Aims: Socio-economic disparities in health and access to care are well documented, but socio-economic disparities in surgical care and outcomes have received less attention. The aim of the study was to determine if there are socio-economic disparities in the risk of undergoing emergency laparotomy and postoperative mortality in a universal health-care system with free and equal access to care. Methods: This was a nationwide case-control study including patients undergoing non-malignant emergency laparotomy involving resection, ostomy or open drainage between 2003 and 2014 and population references matched 1:1 on age and sex. Socio-economic disparities in one-year postoperative mortality were explored through a cohort study including all patients. Exposure measures were register-based household disposable income, educational level and employment status. Analyses were adjusted by age, sex, country of origin, marital status and co-morbidity. Results: A total of 11,962 cases and 11,962 population references were included. The highest odds ratios (OR) for undergoing surgery were found among those with the lowest income (OR=1.51; 95% confidence interval (CI) 1.39–1.63), those with elementary school education (OR=1.33; 95% CI 1.22–1.46) and those on early-retirement pension (OR=3.49; 95% CI 3.07–3.98). One-year postoperative mortality was highest among those with lowest income (hazard ratio (HR)=1.51; 95% CI 1.35–1.69), those with elementary school education (HR=1.39; 95% CI 1.22–1.59) and those on early-retirement pension (HR=2.12; 95% CI 1.73–2.61). Conclusions: Socio-economic disparities in health exist in relation to non-malignant emergency laparotomies and still exist after adjustment for confounders, including co-morbidity, indicating that mechanisms other than differences in disease burden are involved. There is a substantial need for exploration of mechanisms and preventive measures.

As a part of the worldwide trend, in Israel the issues of accountability in management, the school improvement, and the learners’ achievements are topics on the public agenda. In the attempt to address these challenges, Israel implemented a reform in the professional development of the principals, which was applied to the system with the establishment of the School Leadership Institute, Avnei Rosha (2007). The theoretical model of the professional development is based on the career stages approach,1 which originated in the research studies on the career circles of teachers2 and principals. These models examined characteristics of different stages in the professional life track of the teacher3 as well as the mental aspect of the principals’ perception of management throughout the career.4 The Israeli model adopted these theories as the basis for the professional development of principals and formed a comprehensive program of learning from the stage of the entry into the role to the stage of the retirement.5 The article will propose a critical look at the professional development program of the school principals from the third year in the role and onwards, on the background of the new challenges with which the Israeli educational system copes. The article will focus on the theoretical and practical aspects of the question of the professional development of principals, will review the influences of recent reforms on the professional development of principals from the third y ear i n t he position, will p resent t he i mmanent g aps of t he I sraeli p rogram a pplied to t hese principals, and will suggest issues for future thought.

The U.S. Labor Force Participation Rate (LFPR) is defined as the number of people in the labor force as a percentage of the civilian noninstitutional population 16 years and over. In a paper published in November, 2013, we examined the determinants of the decline in the LFPR from a 1998 peak of 67.2% to then, 63.3%. Consensus of a number of economic studies at that time was that the primary determinant of the decline was cyclical and that an improving economy would stop, if not reverse, the downward trend. Since that time the unemployment rate has declined from 7.2% to 5.3%. However, the LFPR has continued its decline to 62.6%. Structural issues in the economy would appear to have far greater effect on LFPR decline than previously believed. In this paper we examine the following classes of structural determinants and their effects on LFPR: demographics, including not only the prime working cohort of ages 25 to 54, but also those of retirement age; the impact of a welfare system that appropriately provides a critical safety net, but one that reduces incentive to work through disability payments, extended unemployment benefits, and other subsidies; education for both those of a higher level of attainment, as well as an underclass that no longer receives training by business, but must rely on both public and private vocational education; and finally the consequences of globalization on the economy, including the virtual disappearance of semi-skilled industries in the United States that heretofore have provided jobs for high school graduates.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

碩士
銘傳大學
教育研究所碩士在職專班
101
The purpose of this study was to explore the problem of public school teachers’ current retirement system. Found in 2013 after the retirement annuity reform program and its design undistribrted office. Refer to the advanced countries (Japan, Korea, Germany,America) in recent years the practice of the reform, proposed a simple and feasible reform program. This thesis is to study ways to content analysis, historical research and comparative analysis of qualitative research methods, respectively, from the theory, the rule of law and practices oriented to explore. The conclusions of this study are the following four main recommendations: 1.Two-stage design of retirement annuity, length of time in order to serve a higher impact on th monthly pension payments period. 2.Deleting the original old system seniority preferential interest on deposits, but retains the original old system seniority compensation. 3.The new system seniority calculated on the basis unified adopt pre-retirement pension 1.8 times the amount of the base. 4.Future new employees adopt multi-level retirement annuity plan.

碩士
中原大學
會計研究所
98
Abstract The purpose of this study is to compare the analysis of public and private university teachers retirement system during operation of the advantages and disadvantages will also discuss their own teachers, civil service retirement benefits of existing law, and then explore the public universities since 1996, the new system after the implementation of pension programs, to 2005, actual retirements and simulation of private universities on January 1, 2010 to be implemented "schools, private schools, corporate staff, civil service retirement benefits and their retirement severance regulations" will be the impact ? And compare the implementation of the Ordinance, the public and private universities in the amount of the difference between retirement of the teacher for that? The study found: 1. If the public university teachers may wish to receive a pension in years to 12 years, the private universities continued into account seniority, then the next one will be given every year retirement pension Jieke more than the original. If public school teachers may wish to receive a pension in years to 15 years when the private schools continued into account seniority, then the next one will be given every year retirement pension Jieke more than the original. 2.Whether in private or in the primary and secondary school teachers, part of the new system to participate in private pension programs, which can receive one-time payment rate, which will participate in this system due to the longer will be given the amount of private pension programs compared to the old system more. In particular, to participate in this system for 30 years, the new system may receive the amount has been about the old system can receive twice the amount. 3. Whether in private or in the primary and secondary school teachers in part, to participate in private pension programs the longer the years of the new system, then the private school teachers can receive a pension (including Public Service Insurance turn Labor's Insurance estimate annuity) and public school teachers can receive a pension the greater the difference. 4. Private teacher for participating private schools, the new system and will become longer, the less the old system, but can receive a pension (including Public Service Insurance turn Labor's Insurance estimate annuity) than the public universities and teachers to attend private schools, the longer the new system, the old system, the less and more, the longer the greater the gap. Is also true in primary and secondary section. 5. Whether university teachers or the primary and secondary school teachers, their seniority with the longer terms, Public school teachers and between teachers in private schools may receive monthly retirement payments will be smaller gap. Study recommended that: 1. In this study the staff of the private pensions of civil servants and teachers part, due to the Legislative Yuan, will be private schools with teaching staff to participate in the resolution of the system is replaced Public Service Insurance moved to Labor Insurance has not been established whether all taken into account. There is nothing to change the calculation Public Service Insurance moved to Labor Insurance, the private school teachers and public school teachers retirement pension comparison. 2. The study is expected to yield 4%, follow-up researchers can design a different rate of return, to compare the amount of time and monthly retirement pension the amount of difference.

碩士
國立臺北教育大學
文教法律研究所
99
Taiwan's "regulations for school staff to retire" from the Republic 33 years since its publication June 22, after several amendments, and 100 years since the Republic, there will be another wave of reform. That the public school retirement system from the current "system 75" to "85" system, and was 99 years of the Republic on May 14 submitted to the Legislature for consideration until the Legislative Yuan passed, can be implemented. Although the levels of public school teachers retirement system may not be completely by the Legislative Yuan after the "85" system, but reform is imperative, for too long because the old pension system, payment system design problems caused by the state's financial burden, delayed retirement is the world trend. Therefore, this article from the retirement system theory and national retirement system profiles, as well as changes in our teachers retirement system the previous period and its current status and issues to do to explore, 85 new system on the reform of retirement-related issues, and addresses the 18% discount savings, because the benefits interest earned on deposits can be regarded as part of retirement income, while the preferential deposit system is the low salaries of government for the early military and government personnel policy created by welfare measures, which produces has its historical background factors. In addition, proposed the implementation of either a defined contribution system of double control mechanism, if the future implementation of the defined contribution system, countries can learn from a defined contribution fund management experience in the implementation of related measures, according to actuarial calculations, the proposed rate adjustment set aside by the addition of teachers to offer savings and flexibility of the relevant legal basis to adjust the prime rate, 85 an early retirement program the new system to complete the legislative reform and implementation of the retirement system, according to the recommendations. 10 years ago, Taiwan's rapid economic development, government financially sound, ample financial resources, to encourage in line with "75" system of teacher retirement, and even launched the "55 project", age 55 retiring teachers in addition to a pension, but also add one through the amount of the number of over four hundred thousand N.T dollars. Now, the Government amended the retirement regulations, the "75" system into a standard demanding a lot of "85" system, in order to address the teacher early retirement, increasing the burden on the treasury and other issues. Therefore,for the country's long-term development, but also to ensure the integrity of pensions for retirees, retirement system reform is urgent and necessary.

碩士
中原大學
會計研究所
91
This work concentrates on the attitude of both public and private vocational schools teachers on the current retirement and the pension fund system. Hence, the purposes of this study are as follows: 1.To investigate the viewpoints of both public and private vocational school teachers on the retirement and pension fund system; 2. To compare public vocational teacher with private vocational teacher on the knowledge of current pension fund system; 3. To analyze the retirement statistics of vocational high school teachers who retired from 1996 to 2001. 4. To compare public vocational teachers with private vocational school teachers’ retirement statistics. 5. To provide suggestions of improvement to government officials on vocational school’s retirement and pension fund system. This work’s underlying targets are 240 personnel directors or staff working in public or private vocational school. The recovery rate of the questionnaires is 50%. The empirical results are as follows: Firstly, regarding the knowledge and viewpoints on retirement and pension fund system from vocational school teachers, the summary of questionnaires is as follows: I. The teachers who worked at private vocational school had broader knowledge than those of public vocational school on retirement and pension fund system. II. The major reason why many teachers didn’t know the details of current retirement plan seemed to be is the responding teachers are too young to concern their retirement plan. III. Both public and private school’s teachers prefer to receive the retirement amounts monthly, because the monthly payment will give them more stable income than they receive all the retirement amount once. IV. Most respondents believe that, in order to maintain their living standard, they would like to receive their monthly retirement plan in an amount which is equal to of 70% of their monthly salary in the past. V. Most of the respondents agree to the amended acts of retirement dated March 2001. VI. The results showed that no significant correlation between sex and attitude toward the amended acts. VII. The younger the responding teacher, the lower the agreement with the amended acts. VIII. The viewpoints of the public and private vocational school teachers on the amended acts for the future are significantly different. IX. After analyzing the length of seniority of all the responding teachers, this work indicated that, the most significant difference occurred between the teachers who have the longest seniority and those who have the shortest seniority. Secondly, regarding the statistics of retired teachers during the period from 1996 to 2001, this investigation found the following results: I. The number of the retired teachers of male is far more than those of female during that period. II. The number of retired teachers of public school increased yearly, but that of private school did not increase yearly. III. Most of the public school teachers chose to retire after they taught for 25-29 years. However, most of the private school teachers retired after they worked for 35 years. IV. Most public school teachers retired at their ages from 51 to 55. However, most private school teachers retired at their ages from 61 to 65. V. Recently, the number of public school teachers who retired at the age of 51 to 55 increased yearly. However, the number of private school teachers who retired at the age of 61 to 65 decreased yearly. Based on the results of the above investigations, this study provide following suggestions to the government officials: 1. The government officials should make a complete survey before they want to establish new acts or systems for the future. Because they need to lower the oppositive arguments form either public or private school teachers by illustrating the pros and cons of the amendments. 2. The retirement system should be more flexible to fit in the trend of life extension of human beings. Therefore, the government officials do not need to modify the law of retirement system for the same topic repeatedly. 3. The government officials should separate the retire terms and conditions of teachers from those of other civil servants, in order to keep the retirement system of teachers simply and uniquely. 4. The government officials should design the retire system for teachers only, and to be included as a portion of the national education system, Moreover, they should provide teachers from every school level the same benefits.