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Journal articles on the topic 'Teacher wage'

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Published: 4 June 2021
Last updated: 14 February 2022

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1

Falch, Torberg. "Teacher Mobility Responses to Wage Changes: Evidence from a Quasi-Natural Experiment." American Economic Review 101, no. 3 (May 1, 2011): 460–65. http://dx.doi.org/10.1257/aer.101.3.460.

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This paper utilizes a Norwegian experiment with exogenous wage changes to study teachers' turnover decisions. Within a completely centralized wage setting system, teachers in schools with a high degree of teacher vacancies in the past got a wage premium of about 10 percent during the period 1993–94 to 2002–03. The empirical strategy exploits that several schools switched status during the empirical period. In a fixed effects framework, I find that the wage premium reduces the probability of voluntary quits by six percentage points, which implies a short run labor supply elasticity of about 1¼.
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2

Olson, Craig A., and Paul Jarley. "Arbitrator Decisions in Wisconsin Teacher Wage Disputes." Industrial and Labor Relations Review 44, no. 3 (April 1991): 536. http://dx.doi.org/10.2307/2524160.

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3

Olson, Craig A., and Paul Jarley. "Arbitrator Decisions in Wisconsin Teacher Wage Disputes." ILR Review 44, no. 3 (April 1991): 536–47. http://dx.doi.org/10.1177/001979399104400309.

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4

Britton, Jack, and Carol Propper. "Teacher pay and school productivity: Exploiting wage regulation." Journal of Public Economics 133 (January 2016): 75–89. http://dx.doi.org/10.1016/j.jpubeco.2015.12.004.

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5

Falch, Torberg. "Wages and Recruitment." ILR Review 70, no. 2 (July 11, 2016): 483–518. http://dx.doi.org/10.1177/0019793916651040.

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In this article, the author estimates the causal effect of the wage level on the recruitment rate in establishments. During the 1990s, the wage setting for certified teachers in Norway was completely centralized, with a state-paid wage premium of about 10% at some schools with severe recruitment problems. The empirical approach exploits within-school variation in wage-premium eligibility and that actual teacher supply is empirically observed at schools with excess demand for teachers. In a difference-in-differences framework, the wage premium increases the recruitment rate by 6 to 7 percentage points. This finding is robust to model specification and indicates that the recruitment elasticity to the wage is equal to the separation elasticity in absolute terms. The implied short-run labor-supply elasticity for individual establishments is about 1.4. It is also evidence of a diminishing return to scale in recruitment activity, a central assumption in search-theoretic models of imperfect competition in the labor market.
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6

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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7

Tincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.

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I use administrative and survey data from Chile and a structural model to evaluate teacher policies in a market‐based school system. The model accommodates equilibrium effects on parental sorting across school sectors (public or private), on the self‐selection of individuals into teaching and across school sectors, and on teacher wages in private schools. I use the estimated model to simulate a reform that is planned to be implemented in Chile in 2023. Tying public school teacher wages to teacher skills and introducing minimum competency requirements for teaching is predicted to increase student test scores by 0.30 standard deviations and decrease the achievement gap between the poorest and richest 25% of students by a third. These impacts are ten times as large as the impact of a flat wage increase in public schools, and over twice as large as the impact of only introducing minimum competency requirements. The key driver of policy outcomes is an improvement in the pool of teachers, amplified by equilibrium effects on teacher wages in private schools. The equilibrium effects are large, accounting for 70% of estimated policy impacts.
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Tincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.

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I use administrative and survey data from Chile and a structural model to evaluate teacher policies in a market‐based school system. The model accommodates equilibrium effects on parental sorting across school sectors (public or private), on the self‐selection of individuals into teaching and across school sectors, and on teacher wages in private schools. I use the estimated model to simulate a reform that is planned to be implemented in Chile in 2023. Tying public school teacher wages to teacher skills and introducing minimum competency requirements for teaching is predicted to increase student test scores by 0.30 standard deviations and decrease the achievement gap between the poorest and richest 25% of students by a third. These impacts are ten times as large as the impact of a flat wage increase in public schools, and over twice as large as the impact of only introducing minimum competency requirements. The key driver of policy outcomes is an improvement in the pool of teachers, amplified by equilibrium effects on teacher wages in private schools. The equilibrium effects are large, accounting for 70% of estimated policy impacts.
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9

Xue, Haiping, Xiang Gao, and Aiai Fan. "Does the Salary of Elementary and Middle School Teachers Affect Students’ Participation in Extracurricular Tutoring?" Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 769–87. http://dx.doi.org/10.15354/bece.20.ar065.

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Based on the data of China Family Panel Studies 2016 (CFPS 2016), this study analyzed the effect of teacher wage index on students’ participation in extracurricular tutoring through a two-layer linear model. We found that the wage index of elementary and middle schools teachers in China is generally low, and this index had a significant negative impact on students’ participation in extracurricular tutoring, i.e., the lower the teacher’s wage index, the higher the participation rate of students’ extracurricular tutoring. Governments at all levels should increase financial investment in elementary and middle schools teachers’ salaries. Efforts to improve the salary of elementary and middle schools teachers upon the teacher’s wage index as a reference will help to reduce the supply and demand of extracurricular tutoring in the basic education in China, and will also facilitate the implementation of the policy of prohibiting in-service teachers from participating in extracurricular tutoring.
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10

Walsh, Patrick. "When Unified Teacher Pay Scales Meet Differential Alternative Returns." Education Finance and Policy 9, no. 3 (July 2014): 304–33. http://dx.doi.org/10.1162/edfp_a_00135.

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This paper quantifies the extent to which unified teacher pay scales and differential alternatives produce opportunity costs that are asymmetric in math and verbal skills. Data from the Baccalaureate and Beyond 1997 and 2003 follow-ups are used to estimate a fully parametric, selection-corrected wage equation for nonteachers, which is then used to predict the wages that teachers would have received in a nonteaching career. The difference between actual teacher salaries and this prediction can be considered the opportunity cost of teaching. Moving up one standard deviation in math SAT score increases the opportunity cost of teaching by $1,500 to $2,000 four years after college, rising to $3,000 to $3,800 ten years after college. Moving up one standard deviation in verbal SAT score increases the opportunity cost by $300 four years after college, and by $1,300 ten years after college. The teacher salary gap is also decomposed into policy versus teacher-characteristic components.
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11

Philip Adekanmbi, Foluso, and Wilfred Ukpere. "Influence of minimum wage and prompt salary payment on teachers’ effectiveness in public secondary schools." Problems and Perspectives in Management 19, no. 1 (February 4, 2021): 116–26. http://dx.doi.org/10.21511/ppm.19(1).2021.10.

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Obviously that less motivated teachers are less productive and less disposed to perform their best, despite their acquired teaching experiences in secondary schools. Drawing on equity theory, valence expectancy theory, and the two-factor theory, this paper examines the influence of minimum wage and prompt salary payment on teacher effectiveness in public secondary schools. The study’s sample was drawn from 20 selected public secondary schools in Ibadan North local government area of Oyo State, Nigeria. This study adopts a quantitative research approach. The questionnaires were randomly distributed. Out of 200 questionnaires, 149 questionnaires were effective for analysis after analyzing the data with SPSS version 25. This study revealed that minimum wage, prompt salary payment, and demographic variables have significant independent and joint influence on teachers’ effectiveness in public secondary schools. It was proved that several teachers are dissatisfied with minimum wage payments and that prompt salary payment influences teachers’ effectiveness. Therefore, the study recommended that the state government should review the current minimum wage, making it more attractive to motivate teachers, thereby directly enhancing teachers’ effectiveness. The focus should also be on achieving prompt salary payment through consistent and effective salary scheme management, promoting teachers’ effectiveness. AcknowledgmentThe current author acknowledges the Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, under Professor Wilfred Ukpere, in funding the current study and its publication.
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12

Willén, Alexander. "Decentralization of wage determination: Evidence from a national teacher reform." Journal of Public Economics 198 (June 2021): 104388. http://dx.doi.org/10.1016/j.jpubeco.2021.104388.

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13

Walmsley, P. Y., and M. Ohtsu. "Teacher’s Salary Differentials and the Quality of Educational Services : Recent Developments in Saskatchewan." Relations industrielles 30, no. 4 (April 12, 2005): 585–611. http://dx.doi.org/10.7202/028653ar.

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This paper examines the relationship between teacher wage determination and the distribution of teacher skill-mix, based on recent Saskatchewan data. The authors argue that while centralized bargaining produces more uniform wage scale throughout the Province, it does not necessarily lead to the uniform distribution of teacher skill-mix among municipalities which is one of the most important conditions for the achievement of equality in the provision of educational services ; rather, it is the ability to pay of the individual school boards which has crucial bearings upon the composition of teacher skill-mix.
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14

Ryan, Brendan. "Industrial Relations and the Rationalisation of Australian Education." Australian Journal of Education 38, no. 2 (August 1994): 147–56. http://dx.doi.org/10.1177/000494419403800205.

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There is a recognisable orthodoxy in current discussion of award restructuring in Australian education. Its central proposition is that productivity-based wage increases would inevitably be accompanied by a general improvement in the quality of education. However the new industrial logic would lead to a substantial narrowing of the mainstream curriculum. Furthermore teacher union representation within corporatist decision-making procedures would increasingly be forced to accept as a given the contemporary trend towards consolidation of economic rationalist controls over educational priorities and practices. Rejecting any pursuit of wage justice for teachers that proposes to trade away ‘old style’ teacher union commitments to democracy and equality in education, I argue for a much more inclusive model of educational accountability, one based resolutely on anti-corporatist forms of educational participation.
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15

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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16

Putra, Muhammad Iqbal Ripo, Citra Iswara, and Dedi Irwan *. "Non-Native English Speaker Teacher Narration of Nativism." Jurnal Visi Ilmu Pendidikan 13, no. 1 (January 25, 2021): 1. http://dx.doi.org/10.26418/jvip.v13i1.42421.

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The 21st century ELT world is trying to migrate into the more relevant notion of international English. This notion, supposedly, supports every English speaker of a different nation, background, and culture. However, the public preference in native speaker is still apparent. This study is aimed to explore one non-native English speaker teacher’s experiences in teaching English along with a native English speaker teacher. This study employed narrative inquiry, the data gathered by interviews, and document analysis. The non-native English speaker teacher experiences several discriminations in the form of job division, job requirements, and even the wage difference. The public preference for native English speaker teachers is still apparent, looking at the growth of schools with native-speaker teachers.
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17

Luizer, James, and Robert Thornton. "Concentration in the Labor Market for Public School Teachers." ILR Review 39, no. 4 (July 1986): 573–84. http://dx.doi.org/10.1177/001979398603900410.

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Recent studies that have investigated the relationship between the monopsony power of school districts and teachers' salaries have reached conflicting conclusions. The authors of this paper argue that the discrepancies among previous studies may be due to the arbitrary demarcation of the boundaries of teacher labor markets and the use of faulty measures of monopsony. Using a new procedure for defining teacher labor market boundaries and several alternative indices of concentration, this study finds evidence of monopsonistic activity in local teacher labor markets in Pennsylvania. The monopsony wage effects are small, however, and are present mainly at the mid-to-upper ranges of the bachelor's degree salary scale.
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18

Leaver, Clare, Owen Ozier, Pieter Serneels, and Andrew Zeitlin. "Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools." American Economic Review 111, no. 7 (July 1, 2021): 2213–46. http://dx.doi.org/10.1257/aer.20191972.

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This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay for performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a “pay-for-percentile” or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection. (JEL C93, I21, J23, J33, J41, J45, O15)
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19

Mashevska, Anzhelika. "WAGE PAYMENTS IN THE WORLD." Green, Blue and Digital Economy Journal 1, no. 1 (June 9, 2020): 31–36. http://dx.doi.org/10.30525/2661-5169/2020-1-5.

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The purpose of the article is to analyze earnings in different countries of the world. The wages of the population of different countries are analyzed: the USA, Canada, the former Soviet Union countries, the rating of 30 states-leaders on average salary (gross) is made. It is proved that, in addition to national statistical institutions, international organizations are also engaged in the compilation of wage ratings. Their statistical surveys are highly reliable: when calculating the average wage, salaries of employees are taken into account, emphasizing their qualifications and work experience, without taking into account businesspersons, private or individual entrepreneurs, pensioners, assisted persons and others. Method. According to the ratings, the list of the most sought after and highly profitable professions is constantly changing. The labor market is out of place, and before the prestigious specialties cease to be relevant, and their place is occupied by new ones, the demand of representatives of a profession also depends on the region. What has become of further development is that in recent years many popular and unusual professions have appeared in the countries of the Far East: Japan, Korea, China, Taiwan, Hong Kong and others. For example, many Ukrainian citizens teach English as a "native" language in China. It is important for the Chinese that the teacher be European, and the demand for language courses is enormous (especially in the province). Results. For those citizens who have pronounced Caucasian features, they have blond hair, fair complexion, and eyes that are beautiful and young, with even greater opportunities to earn money, the trend for the European appearance in China, Korea and Japan is huge. Value/originality. According to the analysis of the countries with the highest average salary level, 20 positions belong to the European countries, 2 are from America and Oceania and 6 are Asian. The important products and services can have a serious impact on cost of living, with 100 USD being of different weight in Japan and in Ukraine. Therefore, the inflationary processes that enter the economy significantly affect the level of wages of people, which in turn affects the standard of living of the population.
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20

Hahn, Francis. "Backtalk." Phi Delta Kappan 96, no. 3 (October 13, 2014): 80. http://dx.doi.org/10.1177/0031721714557463.

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English teacher Francis Hahn was tempted to accept the $5,000 stipend from the New Mexico Public Education Department. The state offered him a bonus because the percentage of of AP Lit students who passed the national AP exam increased in 2012. Hahn said he couldn’t accept the award because many people had contributed to his students’ success. He calls merit pay inequitable and divisive, and says it encourages teachers to emphasize tested material over other content, often comes in lieu of real wage increases, and encourages teachers to place their own interests ahead of their students’ interests.
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21

Martin, Stephanie M. "Are public school teacher salaries paid compensating wage differentials for student racial and ethnic characteristics?" Education Economics 18, no. 3 (December 16, 2008): 349–70. http://dx.doi.org/10.1080/09645290802470228.

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22

Ortega, Daniel E. "The effect of wage compression and alternative labor market opportunities on teacher quality in Venezuela." Economics of Education Review 29, no. 5 (October 2010): 760–71. http://dx.doi.org/10.1016/j.econedurev.2010.01.004.

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23

Adamson, Frank, and Linda Darling-Hammond. "Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions." education policy analysis archives 20 (November 19, 2012): 37. http://dx.doi.org/10.14507/epaa.v20n37.2012.

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The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York—two large states that face similar demographic diversity and educational challenges. Using wage adjustments to control for cost of living differentials, we find that both overall school funding and teacher salary levels are highly inequitable both across and within states – generally exhibiting a ratio of 3 to 1 between high- and low-spending jurisdictions. Furthermore, low-salary districts serve students with higher needs, offer poorer working conditions, and hire teachers with significantly lower qualifications, who typically exhibit higher turnover. We find that districts serving the highest proportions of minority and low-income students have about twice as many uncredentialed and inexperienced teachers as do those serving the fewest. In an elasticity analysis, we find that increases in teacher salaries are associated with noticeable decreases in the proportions of teachers who are newly hired, uncredentialed, or less well educated. These teacher qualifications, in turn, are associated with student achievement, holding student characteristics constant. We review research on strategies that have been largely unsuccessful at addressing this problem, such as “combat pay” intended to recruit teachers to high need schools, suggesting that small bonuses might be productive if added to an equitable salary structure where working conditions are comparable, but may be inadequate to compensate for large differentials in salaries and working conditions. We review studies illustrating successful policy strategies in states that have taken a more systemic approach to equalizing salaries, raising teaching standards, and providing supports for teacher learning and school development. We recommend federal initiatives that could provide stronger supports and incentives for equalizing students’ access to well-qualified and effective teachers, including equalizing allocations of ESEA resources across states, enforcing existing ESEA comparability provisions for ensuring equitable funding and equally qualified teachers to schools serving different populations of students, evaluating progress on resource equity in state plans and evaluations under the law, and requiring states to meet standards of resource equity – including the availability of well-qualified teachers – for schools identified as in need of improvement.
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24

Carroll, David, Jaai Parasnis, and Massimiliano Tani. "Why do women become teachers while men don’t?" B.E. Journal of Economic Analysis & Policy 21, no. 2 (January 22, 2021): 793–823. http://dx.doi.org/10.1515/bejeap-2020-0236.

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Abstract Across countries, almost all primary and pre-primary teachers are women while few men in the occupation tend to specialise in secondary schooling and administration. We investigate the decision to become a teacher versus alternative occupations for graduates in Australia over the past 15 years. We find that this gender distribution reflects relative returns in the labour market: women with bachelor qualifications receive higher returns in teaching, while similarly educated men enjoy substantially higher returns in other occupations. We also find evidence that schools which can, and do, make higher wage offers successfully attract more male teachers as well as more female teachers with a degree in science, technology, engineering, and mathematics. These results are consistent with the predictions of theoretical models of self-selection of intrinsically motivated workers.
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25

Carter, Patricia A. "From Single to Married: Feminist Teachers' Response to Family/Work Conflict in Early Twentieth-Century New York City." History of Education Quarterly 56, no. 1 (February 2016): 36–60. http://dx.doi.org/10.1111/hoeq.12148.

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In 1914, Henrietta Rodman, a high school English teacher and president of the newly formed Feminist Alliance in New York City, announced her group's plan to develop a twelve-story cooperative apartment house, based on the ideas of feminist philosopher Charlotte Perkins Gilman, that would meet the needs of professional working women like her, married with children. This research illustrates strategic activities teachers used in their attempts to reconceptualize wage-earning as the legitimate province of women, regardless of their marital or maternal status, and highlights the Feminist Alliance's contention that women's lack of economic self-determination lay at the root of female subordination.
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26

Carr-Hill, Roy, and Shelley Sauerhaft. "Low Cost Private Schools: ‘Helping’ to Reach Education for All Through Exploiting Women." European Journal of Education 2, no. 2 (April 30, 2019): 28. http://dx.doi.org/10.26417/ejed-2019.v2i2-60.

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The rapid growth of Low Cost Private Schools (LCPS) in developing countries has led to increasing interest in the model’s ‘sustainability’. Nearly all the literature is based on the proponents’ claims that the model is more cost-effective than government schools rather than of the implications of the model depending to a large extent on very low paid young women teachers.The article is written against the backdrop of the model of an autonomous, respected, well-prepared teacher and framed in terms of human rights and gender (dis-)empowerment. Drawing on material on literature mainly from India and Pakistan, it documents the educational levels and employment opportunities for women; reviews the arguments for and against the model pointing out the lack of attention to the high rates of profit and the plight of teachers; and demonstrates that the (mostly young women) teachers are not only very low paid but are also poorly qualified with very precarious conditions of employment. Simply put, paying women teachers less than the minimum wage denies their human rights, further disempowering those who are already socially marginalized and excluded. This is not sustainable for gender equality in the long term and, finally, detrimental to education in developing societies as a whole.
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27

Olson, Craig A., and Barbara L. Rau. "Learning from Interest Arbitration: The Next round." ILR Review 50, no. 2 (January 1997): 237–51. http://dx.doi.org/10.1177/001979399705000203.

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In final offer arbitration the decision of the arbitrator provides the parties with information about the preferences of the arbitrator that is not available prior to the award. Using data from Wisconsin teacher negotiations from 1977 to 1986, the authors find that the information contained in an award altered the parties' expectations about the arbitrator's preferences and influenced the subsequent negotiated settlement. The negotiated settlement following an award was higher when the union's final offer was selected than when the employer's offer was selected. In the round following an award, the variance in negotiated settlements declined, and the wage structure toward which the settlements converged was one that conformed with the arbitrator's views of fairness.
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28

Woo, Louis K. "The Shortage of Mathematics and Science Teachers: Lessons From Higher Education." Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 383–93. http://dx.doi.org/10.3102/01623737007004383.

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In higher education, shortages of faculty members in engineering and business schools are considered extremely serious. Similar conditions of shortage exist in elementary and secondary schools in the mathematics and science teacher market. This paper examines what strategies are employed by the higher education institutions and whether these strategies can provide some options for elementary-secondary schools. What we have found is that the basic parallel between elementary-secondary schools and higher education should not be overdrawn. More nonsalary options are available to address the market shortages at the university level than at the elementary-secondary level. Accordingly, the situation of elementary and secondary schools is considerably worse. Even so, it is interesting to see the degree to which all the adjustments at the university level still leave shortages that must be remedied through salary differentials and other benefits. Therefore, it is difficult to see how elementary and secondary schools, with fewer nonsalary options, can effectively deal with the shortage conditions without wage and benefit adjustments.
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29

Harris, Anne. "In transit/ion: Sudanese students’ resettlement, pedagogy and material conditions." Journal of Pedagogy / Pedagogický casopis 4, no. 1 (June 1, 2013): 79–97. http://dx.doi.org/10.2478/jped-2013-0005.

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Abstract For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants” (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im/possibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of ‘interchange’ of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants’ (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter ‘neoliberal’ classrooms.
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30

Bau, Natalie, and Jishnu Das. "Teacher Value Added in a Low-Income Country." American Economic Journal: Economic Policy 12, no. 1 (February 1, 2020): 62–96. http://dx.doi.org/10.1257/pol.20170243.

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Using data from Pakistan, we show that existing methods produce unbiased and reliable estimates of teacher value added (TVA) despite significant differences in context. Although effective teachers increase learning substantially, observed teacher characteristics account for less than 5 percent of the variation in TVA. The first two years of tenure and content knowledge correlate with TVA in our sample. Wages for public sector teachers do not correlate with TVA, although they do in the private sector. Finally, teachers newly entering on temporary contracts with 35 percent lower wages have similar distributions of TVA to the permanent teaching workforce. (JEL I21, J31, J41, J45, O15)
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31

Noviyandini, Putri Praciana. "Class Struggle As Represented By The Character Eloi And Morlock In Hebert George Wells’ The Time Machine." JELE (Journal of English Language and Education) 2, no. 2 (December 20, 2016): 65. http://dx.doi.org/10.26486/jele.v2i2.221.

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AbstractThis study analyzed a novel written by Hebert George Wells, The Time Machine.The author talked about the different classes based on society’s economic status, namely upper class and lower class that might cause the class struggle. There were three objectives that were formulated by the writer, 1) to discuss the characterization of the Eloi and Morlock, 2) to present the conflict between Eloi and Morlock, 3) to discuss the class struggle between the upper and lower class in accomplishing their desire as represented by character Eloi and Morlock. In analyzing this novel the writer used the socio-cultural-historical and biographical approach and also the library research to analyze this novel. There were two main character in the novel that represented the upper and lower classes in nineteenth century. They had conflict since hundreds years ago that was the lower class were oppressed by the upper class. It made them bare and did the struggle. This struggle came from the economical, ideological and political background. Since the economical struggle that was increasing the wage and shorting the work hours was not approved, they made the ideological struggle. This struggle found the perfect way to control the upper class. After that, they did the political struggle that served the upper as the cattle and prey them. They also changed the rule which was oppressed to oppress. It recommended for the next researcher to use the same approach and for the teacher to use this novel as learning material.
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Falch, Torberg. "Decentralized Public Sector Wage Determination: Wage Curve and Wage Comparison for Norwegian Teachers in the Pre-WW2 Period." Labour 15, no. 3 (September 2001): 343–69. http://dx.doi.org/10.1111/1467-9914.00168.

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McHenry-Sorber, Erin, Sam Nelson, and Jay O'Neal. "“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers." Rural Educator 42, no. 1 (May 4, 2021): 68–72. http://dx.doi.org/10.35608/ruraled.v42i1.1219.

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In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the movement full circle. In November, 2020, I interviewed Jay O’Neal and Sam Nelson, two teachers involved in the 2018 statewide teachers strike in West Virginia for the National Rural Education Association’s Annual Conference and Research Symposium. Jay O’Neal originated the Facebook page in 2017 that served as the hub for organizing activity prior to and during the 2018 strike. O’Neal is a middle school English and social studies teacher; Nelson is a high school English teacher.
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Gjefsen, Hege Marie. "Wages, teacher recruitment, and student achievement." Labour Economics 65 (August 2020): 101848. http://dx.doi.org/10.1016/j.labeco.2020.101848.

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Levinson, Arik M. "Reexamining teacher preferences and compensating wages." Economics of Education Review 7, no. 3 (January 1988): 357–64. http://dx.doi.org/10.1016/0272-7757(88)90007-6.

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Brown, Emily Pence. "Behavioral and Environmental Analysis of Self-Reported Dysphonic and Nondysphonic High School Music Teachers." Journal of Music Teacher Education 27, no. 1 (March 16, 2017): 36–47. http://dx.doi.org/10.1177/1057083717697278.

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Dysphonia is considered to be a common hazard associated with occupational voice users. Teachers represent the highest percentage of clinical voice disorder patients. Voice injuries in teachers could result in lost wages due to missed work, additional costs for medications, therapy, and surgeries, and teacher attrition. The purpose of this study was to observe specific vocal habits among and between three self-reported dysphonic and three self-reported nondysphonic music teachers. I observed each participant for 3 consecutive days and conducted semistructured interviews following the observation period. The observed behaviors were analyzed to determine if teacher talk time, amount of time spent talking over specific classroom noises, and amount of teacher talk within a “very loud” classroom (>80 dBA) could be contributing factors for vocal attrition. Results revealed more hazardous talk episodes among dysphonic participants. Interview themes included stress and vocal awareness.
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Van der Zanden, Petrie, Eddie Denessen, Anthonius H. N. Cillessen, and Paulien C. Meijer. "Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement." Frontline Learning Research 9, no. 2 (March 12, 2021): 9–27. http://dx.doi.org/10.14786/flr.v9i2.665.

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To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students’ academic achievement and social and emotional adjustment at university. We focused on students’ perceptions of their teachers’ practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students’ social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers’ emotional support was related to students’ social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students’ social and emotional adjustment.
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Khanal, Laxmi Prasad, Samikshya Bidari, and Bendoud Nadif. "Teachers' (De)Motivation During COVID-19 Pandemic: A Case Study from Nepal." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 29, 2021): 82–88. http://dx.doi.org/10.32996/ijllt.2021.4.6.10.

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The COVID-19 pandemic has produced havoc in the world and Nepal is no exception. A transition from an in-person classroom to online classroom has been daunting for the students and teachers motivation level. The impact of teacher morale is often neglected by policymakers and all the stakeholders themselves, which may lead to teachers’ lack of motivation or "demotivation". Teachers’ demotivation is an emotional, cognitive, socio-cultural and psychological state that leads to exhaustion, depersonalization, burnout, decreased teacher achievement and self-worth stress. This study aimed to investigate the factors that supported and hindered Nepalese EFL teachers' motivation levels in their classrooms. A qualitative case study was employed as a research design. Four EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data was analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, and classroom observation as data collection instruments. The results of this study revealed that EFL teachers in private schools are intrinsically and extrinsically demotivated. The factors that demotivate these teachers include low wages, lack of continuing professional development, students' disruptive behaviors, job insecurity, and fewer holidays.
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Montgomery, Mark, and James Cosgrove. "The Effect of Employee Benefits on the Demand for Part-Time Workers." ILR Review 47, no. 1 (October 1993): 87–98. http://dx.doi.org/10.1177/001979399304700107.

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This paper uses the results of a unique survey of child care centers in 1989 to examine the effect of fringe benefits on the demand for part-time teachers and teacher aides. An analysis that controls for wages and other establishment characteristics shows that as the level of fringe benefit payments at the establishment rises, hours of work by part-time workers fall significantly relative to the hours worked by full-time teachers and teacher aides. Particularly influential are insurance payments (such as health and dental), which have an effect more than twice that of fringe benefits in general.
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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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Brennan, Marie. "Steering teachers." Journal of Sociology 45, no. 4 (November 24, 2009): 339–59. http://dx.doi.org/10.1177/1440783309346473.

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Changes in public sector management need to be unpacked for different sectors to understand their impact in a particular country. This article focuses on the governance of the feminized profession of teaching in Australia, the single largest professional grouping in the country. Neoliberal assumptions have been built into teachers’ work through policy change in three related ‘waves’. The first wave in the 1980s installed managerialism in public education by recentralizing curriculum policy, establishing ‘self-managing’ schools, and downsizing infrastructure. The second wave in the 1990s steered teachers’ work through federal intervention into curriculum, and individualization of teachers’ work in contexts of marketization; this wave consolidated a national political role in education. The third wave in the 2000s emphasized the codification of knowledge through establishment of standards and criteria for teacher employment and promotion. The article concludes that the governance efforts to steer teachers’ work by neoliberal assumptions have been significantly, but not totally, effective.
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Alfred, Dakoru Osomkume, and Uduak Idoghor. "Confronting The Challenges Encountered By Primary School Teachers In The Use Of Technological Devices For Teaching." Advances in Social Sciences Research Journal 7, no. 3 (March 8, 2020): 43–48. http://dx.doi.org/10.14738/assrj.73.7743.

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The paper examined the objectives of primary education in Nigeria as stated in the National Policy on Education. These objectives are seen to be achievable only through the instrumentally of the teachers who are the primary implementers of the curriculum. Furthermore, who a teacher is was also critically examined. In addition, the paper advanced some inevitable qualities of a 21st century teacher, without which the teacher will become a misfit in the classroom. These include having a sound knowledge (mastery) of the his/her subject-matter, being properly trained to teach, openness to innovation, being an in-co-parentis, resourcefulness and being computerate. The importance of the application or integration of technologies in the 21st century was also indicated. The climax of the content of the paper was the challenges facing primary school teachers, especially those in the rural areas. The challenges facing Primary School teachers as advanced include ignorance, technophobia, incomputeracy among others. Finally, recommendations on how to confront these challenges were advanced. Some of which are that teachers should wake up to the challenges of the 21st century by making sure that they get trained, the government should also make provision for teachers to get trained and be retrained, teachers should be given certain incentives to encourage them among others
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Merkle, Jessica S., and Michelle Andrea Phillips. "THE WAGE IMPACT OF TEACHERS UNIONS: A META-ANALYSIS." Contemporary Economic Policy 36, no. 1 (May 19, 2017): 93–115. http://dx.doi.org/10.1111/coep.12234.

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Barcellos, Thais, and Guilherme Hirata. "Decomposing public-private teachers’ wage gap: evidence from Brazil." Brazilian Review of Econometrics 40, no. 2 (April 30, 2021): 303–46. http://dx.doi.org/10.12660/bre.v40n22020.81059.

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A two-stage wage gap decomposition permits measuring the contribution of observableand unobservable characteristics of the wage gap formation and evolution comparingteachers’ earnings in the public and private sectors from 2006 to 2017. Teachers fromthe public sector earn more than the ones from the private sector at mean, median, andquantile 10 due to the composition effect. The analysis across levels of education showsthat the composition effect is important in explaining the wage gap in early childhoodeducation while the structure effect is more relevant to the wage gap decomposition inprimary and high school education.
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Sadlier, Stephen T. "Care work by convocation: Activist packages on streets to pedagogical packages in schools." Global Studies of Childhood 8, no. 1 (March 2018): 38–52. http://dx.doi.org/10.1177/1035719x18760874.

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This portrait of activist education, drawn from a larger ethnographic study into critical literacies and teacher activism in Oaxaca, Mexico in the wake of a teacher-driven social movement, showcases the celebrating of a popular, contentious national hero, Benito Juárez. In Mexico’s poorest region, where teacher mobilization on the streets and learning strategies in schools intersect, resistance to authoritarianism and instructional compliance with officialdom often overlap. Although critical multicultural approaches advocate for teaching to reduce the achievement gap or to critique extant power structures and practices, this article locates the repositioning of a mainstream historical personage as a pedagogical package, an allegory for justice and equality. Deploying the hero as a pedagogical package, the activist teachers established democratic education, altering formal timetables and curricular maps and humanizing the formal learning spaces in school in the aftermath of intensified conflict. Celebrating a popular hero on his birthday in school is a convocation for community members, parents, teachers and students to gather. The contentious relationships between teachers and the village community softened, particularly among men, and classroom learning and street-level mobilization formed part of a continuum of teacher practice.
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Sariwulan, Tuty, Iskandar Agung, Genardi Atmadiredja, and Unggul Sudrajat. "The Problem of Dormitory Schools as Human Resources Development for Native Papuan Children, Indonesia." Asian Social Science 15, no. 7 (June 30, 2019): 28. http://dx.doi.org/10.5539/ass.v15n7p28.

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This paper aims to examine the effect of government policy variables, continuance commitment, school image, and parents' aspirations on dormitory school performance. Data collection is done by distributing questionnaires to teacher respondents, interviews, and focus group discussions. The study found that government policies and continuance commitment had a positive influence on school performance, while the school image variables and the aspirations of parents did not have a positive influence. A more coordinated and synergic operational mechanism is needed between the government (central, provincial, district) and schools to improve dormitory school performance. The government needs to give priority to honorary teachers in recruiting workers with work agreements (PP No. 48/2018), by not implementing a system of employment agreements (contracts), but as non-ASN permanent teachers who get salary / wages in accordance with applicable regulations (recommended based on regional minimum wages), the right to take competency tests and get teacher professional allowances, family health insurance, leave rights, capacity building training, and others.
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Alberth, Alberth, Mursalim Mursalim, Siam Siam, I. Ketut Suardika, and La Ino. "SOCIAL MEDIA AS A CONDUIT FOR TEACHER PROFESSIONAL DEVELOPMENT IN THE DIGITAL ERA: MYTHS, PROMISES OR REALITIES?" TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (July 25, 2018): 293. http://dx.doi.org/10.15639/teflinjournal.v29i2/293-306.

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It is generally accepted that effective teacher professional development is critical to effective educational improvements and reforms of any educational institution. However, a conventional form of teacher professional development is constrained by time and space and, more often than not, there is a lack of perpetual support to teachers in the wake of a training program. An alternative way of teacher professional development therefore needs to be sought. This article argues that social media and all its facets open up new avenues for sustainable professional development and life-long learning in which case support can be obtained through virtual learning communities.
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Bredeson, Paul V. "Union Contracts and Teacher Professional Development." education policy analysis archives 9 (July 26, 2001): 26. http://dx.doi.org/10.14507/epaa.v9n26.2001.

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In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.
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Mugford, Gerrard, and Citlali Rubio Michel. "Racial, linguistic and professional discrimination towards teachers of English as a foreign language." Journal of Language and Discrimination 2, no. 1 (May 25, 2018): 32–57. http://dx.doi.org/10.1558/jld.33645.

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English Language Teaching is a globalised industry which attempts to standardise the use of textbooks and teaching materials (Gray 2002), implement universally accepted teaching methodologies (Canagarajah 2002) and promote internationally recognised examinations (Littlejohn 2013). This one-size-fits-all objective not only ignores local contexts and specific learners’ needs, but also promotes the concept of the idealised ‘native’ English language teacher who adheres to teaching tenets and precepts emanating from English-speaking countries. In this paper, we argue that discrimination against Mexican teachers is not so much carried out through paying lower wages but perpetrated through job discrimination, unequal working conditions and fewer opportunities for career advancement. Deference to the idealised teacher increases racial, linguistic and professional tensions and discrimination in countries such as Mexico where local teachers’ knowledge, experience, insights and practices are often disregarded if not disparaged. The investment that Mexican ‘non-native’ teachers make in time, money and effort in certifying themselves as professionals is often thwarted, as ‘native-speaking’ and ‘native-trained’ teachers frequently receive privileged working conditions and employment benefits. By conducting semi-structured informal interviews and written questionnaires, we narrate and analyse seventeen Mexican teachers’ experiences of racism, professional belittlement and discriminatory employment practices, along with the experiences of Mexican EFL students. Therefore, the article helps raise non-native teacher awareness covering a range of discriminatory and inequitable employment practices.
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De Ruiter, Naomi M. P., Katja N. Van der Klooster, and Sander Thomaes. "“Doing” mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations." Journal for Person-Oriented Research 6, no. 2 (December 30, 2020): 103–19. http://dx.doi.org/10.17505/jpor.2020.22404.

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There is a growing body of research showing the crucial role that students’ growth versus fixed ability-mindsets have in their school achievement, enjoyment, and resilience. The overwhelming majority of this research adopts a variable-oriented approach. As a result, little is known about how teachers and students co-regulate each other’s mindsets within classroom interactions. This manuscript addresses the need for more person-oriented research that examines how teachers and students do mindsets in naturalistic settings, i.e., their mindset-related verbalizations. In this manuscript, we provide a coding scheme to study the moment-to-moment dynamics of mindset-related verbalizations of both teachers and students within Science, Technology, Engineering, and Mathematics (STEM) contexts: The STEAM (Student-TEAcher-Mindset) coding scheme. We demonstrate the utility of the coding system through content and ecological validity, inter-rater reliability, and a case study of STEAM-generated time-series data. We show how these data can be used to chart moment-to-moment dynamics that occur between teacher and student. The coding scheme provides teachers and researchers with a practical tool for analyzing how person-specific mindset-related language can wax and wane in the context of peer and teacher interactions within STEM lessons.
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