Entry Costs and the Supply of Public School Teachers

2006 ◽  
Vol 1 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Randall Reback
Keyword(s):  
High School ◽  
Public School ◽  
Teacher Certification ◽  
Marginal Effect ◽  
Public School Teachers ◽  
School Teachers ◽  
Entry Costs ◽  
Certification Programs ◽  
Selective Colleges ◽  
The Impact

This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that these individuals will become teachers. The results suggest that graduates from highly selective colleges are very sensitive to entry costs related to the number of years of schooling required for certification, while graduates from less selective colleges are not marginally influenced by these costs.

The impact of COVID-19 on teachers' mental health

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shoshana Cohen-Fraade ◽  
Maura Donahue
Keyword(s):  
Mental Health ◽  
Public School ◽  
Online Survey ◽  
Anxiety And Depression ◽  
Full Time ◽  
Public School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences ◽  
The Impact

Purpose The purpose of this paper is to examine teachers’ experiences with mental health during the COVID-19 pandemic. Design/methodology/approach The authors administered an online survey to full-time public school teachers simultaneously enrolled in a master’s degree program in education. Out of 455 teachers who were sent the survey, 96 completed it, resulting in a 21.1% survey completion rate. The survey was composed of both quantitative and qualitative items which assessed teachers’ self-perceptions about their mental health before and during the COVID-19 pandemic, as well as their use of mental health resources. Most questions were drawn from the Patient Health Questionnaire-4 (PHQ-4), so focused primarily on symptoms of depression and anxiety. Findings The results of the survey indicated that overall, teachers felt an increase in symptoms of anxiety and depression between March 2020 and February 2021. A noteworthy percentage of participants said they were seeking mental health supports. Research limitations/implications This study was conducted with teachers in an alternative certification program, so their experiences might not be widely generalizable to teachers enrolled in traditional pathways to certification. Originality/value While some research has been conducted on mental health, less has been conducted with public school teachers and even less has assessed the impact of the COVID-19 pandemic. This study aims to add to the existing literature about teachers' experiences with anxiety and depression, as well as the specific impact of COVID-19.

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

scholarly journals Assessing intrinsic and extrinsic motivational orientations between the public and the private high school teachers toward teaching as profession in Jordan

2021 ◽  
pp. 1807-1812
Author(s):  
Mohammed Eldahamsheh ◽  
Ali Dahamsheh ◽  
Khaled Alsalaiteh ◽  
Muneer Jaradat
Keyword(s):  
High School ◽  
Public School ◽  
High School Teachers ◽  
Private School ◽  
Public School Teachers ◽  
School Teachers ◽  
Motivational Orientations ◽  
The Public ◽  
Private High School ◽  
Better Than

The aim of this research paper is to assess intrinsic and extrinsic motivational orientations between the public and the private sector for high school teachers toward teaching as a profession. A sample of teachers were chosen from the public and the private school in Jordan (N=204). Four hypotheses were tested using independent-samples T-test, the result shows that private school teachers were more motivated by extrinsic compensation motives and extrinsic outward motives, while public school teachers were more motivated by intrinsic challenge motives and intrinsic enjoyment motives. The authors found out that private school teachers perceived themselves motivated by money and rewards, to be better than their colleagues in doing their job and need to have a recognition for their performance at their work. Public school teachers perceived themselves as enjoying tackling new problems and solving complex and difficult problems and considered their job as very important to them.

The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

2017 ◽  
Vol 54 (2) ◽  
pp. 241-278 ◽  
Author(s):  
Cory Koedel ◽  
Jiaxi Li ◽  
Matthew G. Springer ◽  
Li Tan
Keyword(s):  
Job Satisfaction ◽  
Public School ◽  
Performance Ratings ◽  
Public School Teachers ◽  
School Teachers ◽  
The Impact

Lessons From Hurricane Katrina: The Employment Effects of the Mass Dismissal of New Orleans Teachers

2018 ◽  
Vol 47 (3) ◽  
pp. 191-203 ◽  
Author(s):  
Jane Arnold Lincove ◽  
Nathan Barrett ◽  
Katharine O. Strunk
Keyword(s):  
Public School ◽  
Charter Schools ◽  
School Reform ◽  
Hurricane Katrina ◽  
Public School Teachers ◽  
Demographic Shift ◽  
School Teachers ◽  
Hurricane Damage ◽  
Certification Programs ◽  
The City

In the aftermath of Hurricane Katrina, the Orleans Parish school district fired over 4,000 public school teachers as the city underwent a transition to a market-based system of charter schools. Using administrative data, we examine whether and how these teachers returned to public school employment and teaching. We estimate that school reform and dismissal substantially increased teacher exit from the district and the state relative to similar teachers in other parishes that suffered hurricane damage. Dismissed teachers who returned were more likely to be Black and locally trained, but new hiring through alternative certification programs led to a substantial demographic shift. A teacher population that had been highly experienced and more than 70% Black shifted through new hiring at charter schools. Implications for other districts considering teacher employment reforms are discussed.

“We Are the Forgotten of the Forgottens”: The Effects of Charter School Reform on Public School Teachers

2020 ◽  
Vol 90 (3) ◽  
pp. 371-396
Author(s):  
ERIKA M. KITZMILLER
Keyword(s):  
Public School ◽  
School Reform ◽  
Charter School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Impact ◽  
Charter School Reform

In this article, Erika Kitzmiller analyzes the reactions of teachers to district officials’ decision to close their traditionally managed public school and reopen it as a privately managed charter school. While many scholars have examined the impact of this reform on communities, families, and youth, little attention has been paid to the effects of charter school reform on the public school teachers who worked in these schools. Here Kitzmiller considers one of the key but largely overlooked stakeholders in charter school reform: public school teachers.

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