scholarly journals Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018

2020 ◽  
pp. 99-137
Author(s):  
Kajsa Yang Hansen ◽  
Jelena Radišić ◽  
Xin Liu ◽  
Leah Natasha Glassow
Keyword(s):  
Job Satisfaction ◽  
Teacher Quality ◽  
Systems Approach ◽  
Teaching Profession ◽  
Nordic Countries ◽  
Social Utility ◽  
Education Systems ◽  
Teacher Students ◽  
Changing Patterns ◽  
Common Goals

AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.

Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

scholarly journals Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession

2018 ◽  
Vol 7 (2.10) ◽  
pp. 44 ◽  
Author(s):  
Muhd Khaizer Omar ◽  
Abdullah Mat Rashid ◽  
Mohd Hazwan Mohd Puad
Keyword(s):  
Job Satisfaction ◽  
Severe Depression ◽  
Target Population ◽  
Teaching Profession ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Key Stakeholders ◽  
Disciplinary Problems ◽  
Education Profession ◽  
And Training

The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation’s vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career. 

scholarly journals Job Satisfaction and Favorable Outcome on Teachers’ Work Performance: The Noblest Profession

2021 ◽  
pp. 17-28
Author(s):  
Leovigildo Lito D. Mallillin
Keyword(s):  
Job Satisfaction ◽  
Data Collection ◽  
Learning Process ◽  
Mixed Method ◽  
Work Performance ◽  
Work Relationships ◽  
Teaching Profession ◽  
Favorable Outcome ◽  
Mixed Method Research ◽  
Analysis Techniques

The study aims to identify the job satisfaction and favorable outcome on teachers’ work performance as the noblest profession in terms of appreciation and recognition of work, relationships with colleagues, relationships with superiors, learning career development, promotion, wages, salaries, benefits, and interest in the job. Mixed method research design is employed in the study which focuses on both quantitative and qualitative combined research approaches in identifying the data collection, viewpoints, analysis, techniques, and inferences for the purpose of broad in-depth corroboration and understanding. Purposive sampling is employed and utilized in the study and is also known as subjective, selective, and judgmental sampling. The study comprised thirty (30) respondents only. Results show that most of the respondents like their job and enjoy their teaching profession and favorable outcome on teachers’ work performance because it is their oath to mold and to shape the learning process of students. This resulted in job satisfaction among them and reveals teaching as the noblest profession and show that respondents don't feel their efforts are rewarded, though they enjoy working with their colleagues and co-teachers, respondents like their superiors because they are competent in their work, and there is a limited chance of promotion due to many requirements. Likewise, the respondents show that the benefits they received are good in the organization. However, it shows that there are many rules and procedures that make it difficult among the respondents where sometimes the rules and procedures are not clear among the respondents.    Findings show that there is a significant correlation between job satisfaction and favorable outcome on teachers’ work performance as the noblest profession as observed by the respondents.

scholarly journals Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

2021 ◽  
Author(s):  
Yue-Yi Hwa ◽  
Lant Pritchett
Keyword(s):  
Student Learning ◽  
Teaching Profession ◽  
Status Quo ◽  
Academic Disciplines ◽  
Education Systems ◽  
School Enrolment ◽  
Middle Income ◽  
Wide Range ◽  
Component Systems ◽  
Multi Level

How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

The Next Waves: Migration Theory for a Changing World

1989 ◽  
Vol 23 (3) ◽  
pp. 403-430 ◽  
Author(s):  
Aristide R. Zolberg
Keyword(s):  
Systems Approach ◽  
State Theory ◽  
World Systems ◽  
Critical Approach ◽  
Global Inequality ◽  
Current Trends ◽  
Foreign Labor ◽  
Migration Theory ◽  
Changing Patterns ◽  
Political Conditions

In the last quarter of a century, migration theory has undergone fundamental change, moving from the classic “individual relocation” genre initiated by Ravenstein a century ago, to a variety of new approaches which nevertheless share important elements: they tend to be historical, structural, globalist and critical. Historicization implies a constant modification of theoretical concerns and emphases in the light of changing social realities, and commitment to a critical approach entails a view of research as one element in a broader project concerned with the elucidation of social and political conditions. The article uses elements from two major theoretical traditions — a modified world-systems approach and state theory — to project current trends. Global inequality is considered as a structural given. The article then reviews major topics, including the persistence of restrictive immigration policies as barriers to movement, changing patterns of exploitation of foreign labor, liberalization of exit from the socialist world and the refugee crisis in the developing world. It concludes with a brief consideration of the normative implications of these trends.

scholarly journals Efficiency in Teaching English As a Foreign Language

2017 ◽  
Vol 14 (1) ◽  
pp. 132-140
Author(s):  
Július Rozenfeld
Keyword(s):  
Teacher Quality ◽  
Teaching Profession ◽  
Use Of Time ◽  
Classroom Processes ◽  
To Come ◽  
Definition Of ◽  
Teaching Learning ◽  
Effective Use ◽  
Objective Marker

Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.

scholarly journals Satisfacción con la profesión de profesor de Enseñanza Secundaria en Portugal

2014 ◽  
Vol 19 (3) ◽  
pp. 255
Author(s):  
María María Figeiredo ◽  
Víctor Álvarez Rojo
Keyword(s):  
Job Satisfaction ◽  
Secondary Education ◽  
Data Collection ◽  
Survey Research ◽  
Teaching Profession ◽  
Numerical Scale ◽  
Different Dimensions ◽  
Secondary Education Teachers

RESUMENEste es un estudio mediante encuesta, de carácter exploratorio-descriptivo, cuya finalidad es delimitar un perfil transversal a la profesión de profesor de Enseñanza Secundaria que defina la satisfacción con la práctica diaria de la docencia. Hemos tenido en cuenta una muestra de 524 profesores de Enseñanza Secundaria en Portugal Continental, a los que se les aplicaron entre diciembre del 2006 y julio de 2007 tres instrumentos de medida: (1) una encuesta de información sociodemográfica, (2) una encuesta de fuentes de bienestar y de satisfacción con la profesión de docente y (3) una escala numérica de perfil de satisfacción de los profesores con su profesión. Los datos obtenidos revelan niveles muy significativos de insatisfacción en este grupo de profesionales de la enseñanza.ABSTRACTThis work tries to describe the different dimensions of job satisfaction among secondary education teachers in Continental Portugal. A survey research has been conducted from December 2006 to July 2007 among 524 teachers of several administrative districts (Setúbal, Aveiro, Viseu, Coimbra e Leiria). Data collection was done applying the following set of techniques: 2 questionaire-bassed surveys - a socio-demographic one and another on job-satisfacción perceptions; and a numerical scale in order to define a job satisfaction profile. Among most significant findings of the present research stands the wide level of disatisfaction with the teaching profession as a central perception of this group of teachers.

scholarly journals The Factors Influencing Teaching (FIT)

2020 ◽  
Author(s):  
Suleyman Celik
Keyword(s):  
Reliability And Validity ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Educational Setting ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Teacher Training Students

<p>This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors. Compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.</p>

JOB SATISFACTION – A STUDY OF JAWAHAR NAVODAYAVIDYALAYAS TEACHERS WORKING IN RURAL AREAS

2020 ◽  
pp. 13-21
Author(s):  
Kamal Kanti Das
Keyword(s):  
Job Satisfaction ◽  
Key Words ◽  
Urban Area ◽  
Rural Area ◽  
Rural Areas ◽  
Cultural Transformation ◽  
Teaching Profession ◽  
Academic Standards ◽  
Urban Background ◽  
Navodaya Vidyalayas

Teaching profession is generally a respectful job in India society. Teacher may contribute substantially to socio-cultural transformation of the society as they are loaded with the responsibility of moulding the young minds. The present researcher is also working as a teacher in college. A large number of teachers from urban background work in rural schools and some of them seek transfer to urban area or to another rural area where some modern amenities can be access. This phenomenon might have relationship with their job satisfaction and attitudes towards teaching. So it is an obvious curiosity to know whether the teachers are really satisfied with their present job. If so, how much? Because if they are not satisfied they will not be motivated to raise academic standards. KEY WORDS:-Job satisfaction, Teachers, Rural area, Jawahar Navodaya Vidyalayas

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