scholarly journals Monopsony, Mobility, and Sex Differences in Pay: Missouri School Teachers

2011 ◽  
Vol 101 (3) ◽  
pp. 454-459 ◽  
Author(s):  
Michael R Ransom ◽  
Val E Lambson
Keyword(s):  
Sex Differences ◽  
School Districts ◽  
Teaching Experience ◽  
Job Mobility ◽  
Education Level ◽  
Male Teachers ◽  
School Teachers ◽  
Men And Women ◽  
Salary Level ◽  
Female Teachers

We examine the sex differences in the pay of school teachers in Missouri. In Missouri school districts, pay is determined by a salary schedule that maps teaching experience and education level of an individual to a salary level. In spite of this apparently mechanical rule for determining pay, female teachers earn less than male teachers, after controlling for experience and education. We explore how such a difference could arise from differential job mobility and find some evidence to support this idea. However, within district differences in pay are a more important source of differences in pay between men and women.

scholarly journals The Degree of Effectiveness of The New Teachers Program in Applying Modern Teaching Strategies for Teachers in The First Three Grades: درجة فاعلية برنامج المعلمين الجدد في تطبيق الاستراتيجيات التدريسية الحديثة لدى معلمي الصفوف الثلاثة الأولى في مديرية تربية عمان الثانية

2020 ◽  
Vol 4 (43) ◽  
Author(s):  
Mays Khaled Al- Kasasbeh, Alaa Fareed Ibdah
Keyword(s):  
Data Collection ◽  
Teaching Strategies ◽  
New Teachers ◽  
Teaching Experience ◽  
Professional Preparation ◽  
Male Teachers ◽  
Classroom Teachers ◽  
Government Schools ◽  
Female Teachers

This study aimed to identify the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades In Government Schools of the second Amman Directorate. the study sample consists of (15) male teachers and (171) female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (21) paragraphs. The result showed that the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades was moderate with (3.65) score. The finding also showed there were statistically significant differences between the level of applying modern teaching strategies refers to their teaching experience in favor of (6 years and more) besides there wasn’t statistically significant differences between the level of applying modern teaching strategies refers to their qualifications. In light of these result, the researcher recommended a set of recommendation the most of these was the need to pat attention to the professional preparation of the first three classroom teachers and to provide appropriate educational means for using modern teaching strategies.

scholarly journals Gender representation and language politeness in speech acts: A pragmatic study

2021 ◽  
Vol 34 (3) ◽  
pp. 329
Author(s):  
Widyatmike Gede Mulawarman ◽  
Yusak Hudiyono ◽  
Andri Andri ◽  
Hanik Wahyu Ningsi
Keyword(s):  
Speech Acts ◽  
Strong Influence ◽  
Female Students ◽  
Male Students ◽  
Gender Representation ◽  
Male Teachers ◽  
School Students ◽  
Men And Women ◽  
Expressive Speech ◽  
Female Teachers

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

scholarly journals Implementation of school-based curriculum as perceived by secondary school teachers of English

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Chuzaimah D. Diem ◽  
Yusfardiyah Yusfardiyah ◽  
Binti Koniaturrohmah ◽  
Lismalayani Lismalayani
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Education Level ◽  
School Teachers ◽  
School Based ◽  
Efl Teachers ◽  
New Curriculum ◽  
The Government

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.

scholarly journals Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Science Teachers ◽  
Teaching Experience ◽  
Interactive Whiteboards ◽  
Male Teachers ◽  
Abstract Concepts ◽  
Teacher Gender ◽  
Elementary School Mathematics ◽  
Female Teachers ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This study examines the reasons for using or not using interactive whiteboards (IWBs) by  elementary  school  mathematics  and  science  teachers  in  Taiwan.  It  also  considers whether  there  were  any  significant  differences  in  the  reasons  according  to  teaching subjects, teacher gender, and teaching experience. The survey was developed based on an  overview  of  the  discussions  from  prior  research  related  to  the  benefits  and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the  five  reasons  for  not  using  IWBs,  budget  constraints  appeared  to  be  the  most important reason why the teachers did not use IWBs in their classroom. Male teachers using  IWBs  showed  significantly  higher  ratings  than  female  teachers  for  getting students’  attention  and  increasing  interaction.  Experienced  teachers’  ratings  were significantly  higher  than  novice  teachers  for  getting  students’  attention,  helping teachers  explain  complex  and  abstract  concepts,  and  helping  the  teaching  process.  In the  group  of  teachers  who  reported  not  using  IWBs,  male  teachers  showed significantly  higher  ratings  for  the  lack  of  time  to  design  teaching  materials,  and limited  sources  of  related  teaching  software.  Research  implications  of  this  study  are provided along with suggestions for future study.

scholarly journals EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS

2021 ◽  
Vol 9 (8) ◽  
pp. 210-214
Author(s):  
Menekşe Veysi ◽  
Eren B ◽  
Afşin Ö
Keyword(s):  
Classroom Management ◽  
Preschool Teachers ◽  
School Attendance ◽  
Public Awareness ◽  
Preschool Education ◽  
Active Role ◽  
School Education ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers

For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004).  In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.     According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%. Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers. In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430). It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ). In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".

Application of the Theory of Relative Deprivation to Occupational Discrimination against Women

1981 ◽  
Vol 11 (4) ◽  
pp. 143-147 ◽  
Author(s):  
A.E.M. Appelgryn ◽  
C. Plug
Keyword(s):  
Relative Deprivation ◽  
White Teachers ◽  
Work Satisfaction ◽  
Teaching Experience ◽  
Women Teachers ◽  
Male Teachers ◽  
Job Description ◽  
Male And Female ◽  
Personality Variables ◽  
Female Teachers

The theory of relative deprivation was tested by studying work satisfaction of white teachers, with women teachers representing an occupationally deprived group. Hypotheses were derived from Davis' (1959) theory of relative deprivation and from Crosby's (1976) extension of this theory. These were tested by applying the Job Description Index of Smith et at. (1969) and two personality measures to 100 female and 83 male teachers. Some of the predicted negative correlations between work satisfaction and both salary and teaching experience were found for junior women teachers, but not for those in senior posts. The predicted differences in work satisfaction between male and female teachers were also found only for junior teachers. These results partially support Davis' theory, but also point to one of its weaknesses. No support was found for Crosby's extension of the theory to include the effects of personality variables.

scholarly journals The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 78-85
Author(s):  
Olga Loikienė ◽  
Margarita Pileckaitė - Markovienė
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Material Research ◽  
School Teachers ◽  
Coping With Stress ◽  
Female Teachers ◽  
Older Teachers ◽  
Stress At Work

Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries. This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.

Sex Differences in Psychological Burnout in Teachers

1989 ◽  
Vol 65 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Ronald J. Burke ◽  
Esther R. Greenglass
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Sex Differences ◽  
Well Being ◽  
Male Teachers ◽  
Department Heads ◽  
Female Teachers ◽  
Antecedents And Consequences

Sex differences in levels of experienced psychological burnout, and its antecedents and consequences, were examined among teachers and department heads. Male teachers reported greater burnout and less job satisfaction than did female teachers. Although male department heads scored significantly higher on psychological burnout, there were no sex differences on measures of satisfaction and emotional well-being. The findings are explained in terms of sex differences in levels of social support.

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