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The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur. [ABSTRACT FROM AUTHOR]

Drawing inspiration from the new social history of livelihood, this article examines how rural nineteenth-century teachers made a living by engaging in livelihood diversification. By using a wide variety of source materials from nineteenth-century Sweden, this article shows that, far from specialising exclusively in teaching, teachers were often engaged in multiple occupations as late as the year 1900, and that teachers' work ranged from activities that were encouraged to those that were frowned upon or even illegal. As a result, this article sheds new light on teaching as an occupation in the nineteenth century and contributes to the discussion of the social and economic positions of teachers. By investigating how teachers earned their livelihoods, this article also addresses the role of teachers' multiple occupations in the expansion of mass schooling during the nineteenth century. [ABSTRACT FROM AUTHOR]

This article aims to assess whether differences in teacher characteristics vary with differences in socioeconomic compositions of schools. We conducted correlation analyses on administrative data from the French-speaking education system in Belgium. This database regroups more than 20,000 teachers in 1,630 elementary schools. We selected indicators to measure the link between schools’ socioeconomic composition and a set of dimensions of teachers’ profile such as experience, job security, and stability. The results confirm that some of these dimensions are linked to the school composition. The findings highlight the relevance of considering segmentation of the school market when studying the topic. [ABSTRACT FROM PUBLISHER]

We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends and make comparisons across the two time periods. Findings indicate that compensation for CTs continues to fall into five categories: (a) monetary compensation, (b) professional learning opportunities, (c) CT role-focused resources, (d) engaging CTs in the college/university community, and (e) professional recognition. Changes in the nature and quality of benefits indicate that in many instances, the programs in our sample offer less to their CTs than they did in 1957-1958 while expectations for CTs have historically increased. [ABSTRACT FROM AUTHOR]

We employ new data to examine how public higher education institutions adjusted the salaries and composition of their business faculty during a financially challenging period. The data's multilevel structure allows us to describe changes in between-institution inequality, within-institution inequality, and their interaction. To examine the role of finances, we compare public and private institutions and employ difference and fixed-effects models to study the effect of state appropriations. Our results indicate that financially stressed publics almost matched the salary increases of their competitors between 1999 and 2006, but reductions in the number of professors especially full professors accompanied this salary growth. The salary gap across public institutions increased, while within institutions, salary compression and salary inequality within rank grew. [ABSTRACT FROM AUTHOR]

Psychological research of life satisfaction in teachers has a long tradition in many countries. Satisfaction expresses a certain degree of personal balance, personal happiness and very often personal activity and status within a society. The issue of life satisfaction associated with a profession and work satisfaction is generally understood as a mental condition of an individual characterised by feelings of joy, happiness, self-confidence and optimism towards the subjects and conditions of a specific work environment and own professional results. An optimum combination of life and work satisfaction presents a significant determinant of the teaching profession. The present study focuses on the assessment of the current state of life satisfaction and its components in current teachers in comparison with selected profession groups. The research involved a total of 544 adults of various professions, of which 213 were teachers. The aim of the research plan was to contribute to understanding the aspects that currently influence life satisfaction of teachers in comparison with selected professions. The main findings are presented and discussed in this paper. [ABSTRACT FROM AUTHOR]

Today, even though teachers in different provinces in China have basically reached the qualification standards set out in the Teachers Law, the relevant data show, however, that the average pay level in educational profession has long been in low standard and below the average of those of public functionary, a condition that reduces the attraction of the profession. The present author here puts forward a number of substantial measures for the solution, a proposal which is significant for the advances of the cause that may function to help develop the country in all other respects. [ABSTRACT FROM AUTHOR]

The article discusses educational reforms and a revolt by Transylvanian Saxon church school teachers in Sibiu, Romania in 1948. Factors contributing to the revolt including teachers' wages, monetary reform, and inflation are investigated, the role of the nationalization of Evangelical Lutheran schools in the teachers' discontent is examined, and political and economic aspects of the teachers' revolt are described. The article emphasizes the conflict between the teachers' association and the leadership of the Evangelical Lutheran Church.

Relating teacher payment to pupils' standardized test scores is spreading in Brazil. Such policies do not find their theoretical roots in the field of education science, but rather in the economic-management literature, especially in the so-called "principalagent model". While they are regarded by some as a cornerstone for improving education quality, they are rejected by non-economists. The empirical evidence is ambiguous: both positive and non-positive effects have been documented. The contribution of this paper is to revisit the theoretical framework on which pay-forperformance schemes lay, aiming at testing the hypothesis that inconclusive effects could have been predicted by the economic literature itself. Complementarily, we investigate whether the theory sheds light on the reasons why such policies are strongly rejected in certain circles. We provide positive answers to both questions. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Journal of African Studies is the property of Institute of African Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents abstracts on African studies including the state of relationship between the Ghana National Association of Teachers and the Provisional National Defence Council between 1982 and 1991, a profile of senior United Nations official Robert Kweku Atta Gardiner and the multiple functions of Leteh complementizers according to the Basic Linguistic Theory.

The human aspiration for a better life and higher living standard is a priority for anybody and, consequently, for the society as a whole. However, the consequences of the global economic crisis (decreasing wages, rising unemployment, limited access to medical services etc.) have definitely worsened the quality of life over the recent four to five years. The sustainable development model for Latvia has been defined as "Putting People First". The goal of the model is to improve the various aspects of every Latvian resident's quality of life, including the opportunity to participate in the labour market, education, awareness raising, creativity, electronic communications, social cohesion, participation processes, the stability of growth, culture, leisure time and opportunities, and others. One of the important factors in achieving the goal is education and the development of the sector and its quality, including the teacher as change agent and initiator, while the teacher's quality of life remains critical. A popular belief is that, theoretically, teachers' salaries should be high enough so that they need not work extra hours but could devote their time to extracurricular work and preparation for classes. Only then a teacher can work creatively, use modern technologies to attract students, devote attention to his or her own personal development - to remain motivated. At the same time, a competitive salary is not the only indicator of the quality of life measurement from a monetary aspect and a motivating factor. In addition to wages, there are other equally important aspects of life satisfaction, such as health, education, social life, hobbies, achievements etc. The aim of this research is to assess the results of the evaluation of various domains of subjective well-being made in two respondent groups over the academic year of 2011/2012 within a research project. The respondent groups represented teachers (N = 630) and other employed persons (N = 560), to find out how teachers assess their quality of life. For the assessment of subjective well-being the International Well-being Index (IWI) survey was used, which was supplemented with questions from the research on the quality of life made in Latvia in year 2005 (International Well-being Group, 2006; Bela, 2006). For the purposes of this research the author has used the methods of descriptive and inductive statistics. The results of the study indicate relatively lower assessments in the domains of the subjective well-being index among teachers in comparison to the representatives of other professions. The teachers assess significantly lower their satisfaction with life as a whole, satisfaction with their health, community connectedness and their future security. Their assessment of national domains is also relatively lower: satisfaction with life in Latvia, its economic situation and business development in the country. When assessing the life quality domains in the places of their residence, teachers are significantly less satisfied with their living environment; they rate lower their opportunities of spending their leisure time according to their liking, society integration and equal opportunities in their place of residence. The presented results suggest a higher risk for teachers as a professional group to face psychological disorders, such as depression, the professional burn-out syndrome etc. Moreover, these results substantiate the need for actively addressing the encountered problems at various levels. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article situates the story of Kneller Hall teacher's training college for men and its graduates within the context of shifting mid-Victorian ideas about gender, social mobility, and the role of government. Though they had been trained and led to expect well-paid jobs in district schools for pauper boys, owing to retrenchment and a changing political wind Kneller Hall's graduates found themselves trapped in low-paying teaching jobs within workhouses. They were unable to carve out either a personally or professionally fulfilling position in the rigidly established workhouse hierarchy and became literate observers, critics, and victims of the very institutions which they were supposed to help eliminate. Encouraged by the regimen and culture of Kneller Hall to marry, work hard to earn a breadwinner's wage, and engage in rational leisure, the material conditions they faced once on the job prevented them from doing any of those things. The article explores how Kneller Hall's graduates reacted to the conditions which they faced and suggests that this case study of their experiences helps us to understand how teaching and paternalistic on-the-ground reform work more generally came to be predominately the province of women in mid- and late-Victorian England. [ABSTRACT FROM AUTHOR]

Information about several issues discussed at a meeting held in September 6, 2011 sponsored by Educational and Cultural Committee of the Scottish Parliament based on the education in Scotland is presented. Topics include skill development, education review and teachers' employment. The meeting featured several notable people of Scotland including Iain McCaskey and Nicola McLelland of Alliance of Sector Skills Councils and Malcolm Barron of Skills Development Scotland.

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. [ABSTRACT FROM AUTHOR]

The article presents a comparative study of the material conditions of elementary level and secondary level teachers in the Danube region of the Ottoman Empire during the Tanzimat modernization reform between 1873 and 1878. The study which focuses on the Danube vilayet, the showcase for Tanzimat implementation shows how the revenues of the Mektebs teachers was not only considerably lower than their secondary-level (Rusdiyes) colleagues but in most cases was insufficient to provide them basic living conditions. The author argues that it explains the low level of the elementary schools and by extension the failure of the educational reform in the Ottoman Empire and slow modernization within the general population.

The article presents a study that explored the perceptions on education, teachers’salaries, students’ academic workloads, educational fees, parental costs of education and governmental responsibilities to guarantee access to education in Tiumen, Russia. It is concluded that treating education as a service is equivalent to violating the constitutional guarantees of equal access to an education for all citizens. It is commented that it is important to bring education under the control of the state and society. It is also suggested to launch a genuine program for the innovative development of the system of education.

The article presents a study on how wages and salaries are formed in a specific segment of the general education schools in Russia. It is noted that the number of personnel and the amount of pay are rigidly fixed and cannot be varied significantly. It is stated that the way the wages are formed reflect an adjustment to accommodate local economic conditions and a leveling or holding down of their earnings. Moreover, the earnings lag behind average wages and salaries in the region and that the richer the region is the greater the lag.

This article pertains to the changes undergone by some of the principles of democratic and popular education for youths and adults that were resignified from a New Right perspective. Following a brief reference to the educational situation of adults and youths, we analize various educational policy decisions that are related to their school education, with the intention of showing the following changes in signification : a) the passage from decentralization construed as autonomy and distribution of power to hierarchical forms of decentralization; b) the conversion of the concept of flexibility (construed as suitability to needs and living conditions) into deregulation and mercatilization of education (due to privatization of supply and its dependence on demand) or into assistential practices; c) the transformation of teacher autonomy (construed as the power to participate in and decide on central issues in their work as well as to appraise and have a bearing on political and educational decisions) into the limitations of real autonomy due to the teachers conversions into executors of centrally determined decisions. [ABSTRACT FROM AUTHOR]

The article provides information on teacher compensation in the U.S. The author claims that although exact results vary from one study to the next, there is little doubt that credentials and additional years of experience matter far less to teacher effectiveness than they do to teacher compensation as it is currently designed. The basic details of teacher compensation in North Carolina are given. An evidence-based salary schedule for teachers is explained.

The consequences of reduced financial and other possibilities in the period of social transition are reflected on the quality of life and work of teachers, and thereby indirectly on education of pupils as well. Aims: (1) to determine teachers' estimation of their own financial status and subjective perception of teachers' poverty; (2) to examine in which way the personal perception of poverty of teachers is linked with the quality of their engagement in curricular and extracurricular activities; (3) to examine which economic and psychological strategies teachers use in overcoming stress because of the lower financial status; (4) to examine whether there are differences between teachers with regard to socio-demographic variables and the previously established goals. Sample consists of 141 teachers of music and general education schools in Belgrade and the interior of the country. Method: research is explorative and uses qualitative and psychometric methods of analysis. Results point out to the structure of "hidden poverty" of teachers: average and poor financial status, financial and logistic support of the extended family, additional job, unfulfilled financial expectations regarding the educational status and ungratified higher needs. Teachers estimate that real poverty of educational system and "hidden poverty" of teachers are reflected on the quality of certain aspects of educational process as a whole and in certain elements: teacher's personal life and work motivation, authority in school, quality of teacher's engagement in tuition and the possibility of professional specialisation. Teachers use financial and psychological strategies for overcoming stress that can be determined as: moralist compensatory, evasive, inappropriate, emotional, relying on family and friendly supportive systems and activist. Conclusion: primarily subjective and spiritual impoverishment of the stratum of highly educated people, who are, in addition to this, the bearers of upbringing and education of new generations, weakens the strength of the educated middle social stratum which should be a generator of changes and bearer of development of social values. [ABSTRACT FROM AUTHOR]

International research suggests that differences in teacher performance can explain a large portion of student achievement. Yet little is known about how the quality of the Australian teaching profession has changed over time. Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decades. We find that the aptitude of new teachers has fallen considerably. Between 1983 and 2003, the average percentile rank of those entering teacher education fell from 74 to 61, while the average rank of new teachers fell from 70 to 62. We find that two factors account for much of the decline: a fall in average teacher pay (relative to other occupations) and a rise in pay differentials in non-teaching occupations. [ABSTRACT FROM AUTHOR]

The article presents a discussion that seeks to identify the successful retention techniques among teachers. It is mentioned that the study exists to determine the most significant factors that make a teacher stay in a teaching position. A background of the various reasons why teachers opt to leave and also why they opt to stay which involves factors of salary/pay, opportunity for promotion, and work benefits, are also given attention. The methodology of the research and the results of the study are also disclosed.

Although American labor unions evolved out of poverty, today's typical union worker is relatively affluent. Current Population Survey data show that average annual household earnings in 2002 for full-time union workers were nearly $79,000, nearly double the median of all households (including ones with nonworkers), and more than for nonunion worker households. While relatively few union workers are truly "poor," a larger proportion (over one-third for members of teachers' unions) comes from households with over $100,000 in annual income. A puzzle: why do union members tend to support liberal policies and politicians far more than their relative affluence would predict? Perhaps it partly reflects rent-seeking behavior. [ABSTRACT FROM AUTHOR]

The article focuses on the core ideas left by Cecilia Braslavsky, the late director of the International Bureau of Education of the United Nations Educational Scientific and Cultural Organization, for an in-depth re-think of the teaching issue. A statement of Braslavsky in an interview at the beginning of 2004 highlighting the importance of teachers is offered. She was also concerned with the living and working conditions of teachers.

The article presents a brief analysis of the integrated merits of different groups of higher education teachers in China. Various measures and steps were taken to attract talent in more numbers by higher education institutions. Various factors such as weather, geographical location and ranking play an important role in attracting staff with consideration of quality of life. More investments of funds and policies are necessary to bring exceptional talent. Stability of both incumbent and imported teachers help to enhance the quality of education together. It is necessary to reduce the difference in material returns to both incumbent and imported teachers. Teachers are the backbone of education and quality education is the only source of development of any country. Its the duty of teachers to impart education and transmit knowledge, consequently, continuous development of teachers. Teachers should be encouraged to pursue further studies to enhance the teaching standards. Financial assistance and many other forms of remuneration are important to arouse the enthusiasm of teachers.

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract. Argues that fundamental mistakes have been made in the way in which business school professors have been managed in many schools. The effects of our well-meaning actions in enhancing income and conditions for this fortunate group of people has exploded in our faces and left us with many professors who contribute little to their universities, their disciplines or professional groupings, or to industry and commerce. It may not be too late to rebuild the academic leadership of the key business disciplines so they fulfil their promise, but this first demands that this problem should be recognised and addressed. [ABSTRACT FROM AUTHOR]

Discussions of the nature, the similarities, and the differences between programs for the Doctor of Education (Ed.D.) and the Doctor of Philosophy in Education (Ph.D.) are not uncommon within institutions offering both degrees. Because differentiation of the degrees became an issue recently in the department of which the author is Chair, a study was initiated to gather relevant data from other institutions granting doctoral degrees in Education. The primary purpose of the study was to ascertain the similarities and differences between the Ph.D. and Ed.D. degree programs in regard to admissions, residency requirements, program requirements, and employment patterns of graduates. A secondary purpose was to determine how present conditions compared to those of the past regarding these matters. [ABSTRACT FROM AUTHOR]

An essay is presented on issues of labor and status surrounding composition teachers of 1900. It discusses how rhetoric has changed from an academic desideratum to apprenticeship and tackles how it has entered the nineteenth century as one of the most respected fields in higher education. The shift from oral to written discourse within rhetorical training is explored as well as looks at the formation of permanent low-status jobs in composition.

The article reports on the influence of the changing conditions of service in recruiting teachers in Nigeria. It discusses the comparative study regarding the Pre-Udoji and Post-Udoji attitudes of the students in Nigeria towards teaching in the primary schools wherein it proves that improved conditions of service have a significant impact on the students' attitude patterns and interest. Thus, the improved social and economic welfare of the teachers lead to an increase on the demand of teaching profession.