IMPACT OF WORK LIFE BALANCE OF TEACHERS DURING COVID 19 PANDEMIC ON TEACHER DEMAND AND SUPPLY

In a post pandemic Covid-19 school environment, it requires immense struggle for teachers to establish Work Life Balance. It is also high time to redefine the forces of demand and supply in teacher labor market in the light of new normal paradigm shifts in school organizational make up. The present paper analyses various factors affecting Work Life Balance and latest trends in teacher labor market. In a completely changed academic environment which was resulted in Work Life Conflicts, teacher demand and supply has taken new shapes and structures. A mixed method approach was adopted to conduct the study using interview schedule and questionnaire.100 teachers working in government, aided and private schools in Kerala and 30 academic administrators constitute the sample. The results showed that there are significant changes in Work Life Balance and those changes influenced the characteristics of key determinants in teacher labor market.

Factors Influencing Teacher Professionalism Development on Secondary School

Development is a permanent issue in school worldwide which teacher demand in enhance their competence, especially in professionalism competence. The main purpose of this article is to investigate whether three factors were influence teacher professionalism development, those are (1) leadership of principal, (2) organizational commitment, (3) school culture. This research is survey research. The population was 182 teachers of Muhammadiyah Secondary School of Yogyakarta. A sample of 162 teacherswasestablishedusingthesimplerandomsamplingtechnique.Thedatawere collected through questionnaire that had been tested for validity and reliability. The data analysis technique used double regression. The research finding shows that there was a positive and significant effect of: (1) leadership of principal on teacher professionalism development, as much 15,7%, (2) organizational commitment on teacher professionalism development, as much 15,7%, (3) school culture on teacher professionalism development, as much 21,1%.

Mix and Match: What Principals Really Look for When Hiring Teachers

The vast majority of research and policy related to teacher quality focuses on the supply of teachers and ignores teacher demand. In particular, the important role of school principals in hiring teachers is rarely considered. Using interviews of school principals in a midsized Florida school district, we provide an exploratory mixed methods analysis of the teacher characteristics principals prefer. Our findings contradict the conventional wisdom that principals undervalue content knowledge and intelligence. Principals in our study ranked content knowledge third among a list of twelve characteristics. Intelligence does appear less important at first glance, but this is apparently because principals believe all applicants who meet certification requirements meet a minimum threshold on intelligence and because some intelligent teachers have difficulty connecting with students. More generally, we find that principals prefer an “individual mix” of personal and professional qualities. They also create an “organizational mix,” hiring teachers who differ from those already in the school in terms of race, gender, experience, and skills, and an “organizational match,” in which teachers have similar work habits and a high propensity to remain with the school over time. Because of tenure rules, many principals also prefer less experienced (untenured) teachers, even though research suggests that they are less effective.