6,259 results on '"PUBLIC school teachers"'
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2. Higher Pay Won't Solve Teachers' Problems: We've Made Teaching 'Too Hard for Mere Mortals.' Statement to the U.S. Committee on Health, Education, Labor & Pensions on 'The Immediate and Long-Term Challenges Facing Public School Teachers: Low Pay, Teacher Shortages, and Underfunded Public Schools'
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American Enterprise Institute (AEI) and Robert Pondiscio
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The author's statement to the U.S. Senate Committee on Health, Education, Labor & Pensions on the challenges faced by America's classroom teachers focuses on a few of the factors that lead to teacher frustration and burnout that higher pay, however well-intended, does not change. They include, but are not limited to, poor teacher preparation, deteriorating classroom conditions--specifically classroom disorder and disruption--shoddy curriculum, and increasingly the expectation that they will not just teach reading, math, or their subject areas effectively, but also play a quasi-therapeutic role in response to students' behavioral and mental health needs. We are asking teachers to do too many things to do any of them well at any salary.
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- 2024
3. Professional Collaboration among Elementary School Teachers in Lesson Study
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Adriana Richit, João Pedro da Ponte, and Mauri Luís Tomkelski
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Professional teacher collaboration, a fundamental characteristic of lesson study, has been pointed out as a principle of teacher personal and professional growth. This article aims to describe and analyze the development of professional collaboration in a lesson study, highlighting the main stages of this process. The investigation involved six elementary school teachers of Brazilian public schools, in planning, observing, and reflecting on a lesson on the curriculum topic of length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative, with data collected by records and field notes of sessions, conversations, and interviews. The analyses pointed out three remarkable stages of the development of professional collaboration, which constituted the categories of analysis: recognition of collaboration, development of collaboration, and valuing collaboration. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps of this process and, especially, by the relationship between participants and teacher educators. Collaboration emerged from the activities of planning, teaching, observing, and reflecting on the lesson, and was valued given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged, and welcomed in the group.
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- 2024
4. Attitudes of Elementary Teachers towards Inclusive Education of Learners with Special Education Needs in a Public School
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Michelle B. Jugan, Niña Rozanne T. Delos Reyes, Joseph C. Pepito, Reylan G. Capuno, Lilibeth C. Pinili, Ann Frances P. Cabigon, Regina E. Sitoy, and Irene O. Mamites
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This study examined the inclusion teachers' attitudes towards inclusive education in the public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through the M STATIC structured questionnaire. Most teachers were experienced females aged 34-43 years, married with some graduate studies. They had 1-5 years of teaching experience in inclusion yet only 1-2 inclusive education training sessions. Results found teachers generally supported inclusive philosophies and recognized social benefits but had concerns regarding training, resources, and support. While philosophically positive, worries existed about the support and resources needed in the classrooms. Pearson's r correlations and one-way ANOVA found no significant relationships between demographic profiles and attitudes. Based on these findings, a Teacher Inclusion Support Plan was recommended and customized for each school to enhance the long-term implementation of high-quality inclusion practices through ongoing, evidence-driven capacity building and professional development.
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- 2024
5. Employee Evaluation and Skill Investments: Evidence from Public School Teachers. EdWorkingPaper No. 22-686
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Annenberg Institute for School Reform at Brown University and Eric S. Taylor
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When employees expect evaluation and performance incentives will continue (or begin) in the future, the potential future rewards create an incentive to invest in relevant skills today. Because skills benefit job performance, the effects of evaluation can persist after the rewards end or even anticipate the start of rewards. I provide empirical evidence of these dynamics from a quasi-experiment in Tennessee schools. New performance measures improve teachers' value-added contributions to student achievement. But improvements are twice as large when the teacher also expects future rewards linked to future scores. Value-added remains at the now higher level after performance incentives end.
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- 2024
6. Examining Urban Teachers' Working Conditions Response to Resilience Following the Results of COVID-19
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Na'Cole C. Wilson, Shanique J. Lee, John A. Williams III, and Chance W. Lewis
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There are many rewards associated with teaching in public schools, but there are also several challenges such as understaffing, limited resources, overcrowded classrooms, and underpaid employees. All of these issues combined often lead to burnout and mental health concerns among public school teachers, particularly those in urban settings. Since the onset of the COVID-19 pandemic, literature regarding teachers' psychological distress has increased in a general sense; however, there remains limited exploration of a potential increase in job-related mental health concerns of urban teachers after the onset of COVID. Therefore, in this study we compare the 2018 (pre-COVID) and 2020 (early-COVID) results of the North Carolina Teacher Working Conditions Survey in order to answer whether there has been a change in the psychological distress of urban school teachers in North Carolina since the onset of COVID. Based on the findings, we offer recommendations to key stakeholders in an effort to better support the health and outcomes of K-12 urban school teachers as they continue adapting to the ever-expanding and ever-evolving implications of COVID.
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- 2024
7. ESSER Funding and School System Jobs: Evidence from Job Posting Data. Working Paper No. 297-0424
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Dan Goldhaber, Grace Falken, and Roddy Theobald
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The Elementary and Secondary School Emergency Relief Fund (ESSER) was the largest onetime federal investment in K-12 schools in history, funneling almost $200 billion to states and school districts. We use novel data from Washington State to investigate the extent to which ESSER funding causally influenced spending on school personnel. We argue one cannot infer this directly from ESSER claims data because of the fungibility of school budgets. Thus, we rely on a more direct signal of district hiring decisions: public education job postings scraped from district hiring websites. To address endogeneity concerns, our preferred approach employs an instrumental variables strategy that exploits a formula mechanism used to determine Title I funding for 2020-21 (and thus ESSER allocations in 2022) based on the number of Title I formula-eligible children. We find strong, arguably causal, evidence that public school hiring increased in response to the availability of ESSER funding. Specifically, we estimate that each $1,000 in ESSER allocations caused districts to seek to hire $206 in additional staff, disproportionately teachers. These estimates suggest that roughly 12,000 new staff (including 5,100 teachers) were hired in Washington because of ESSER. In the absence of new funding, school staffing budgets will likely need to contract substantially following the sunset of ESSER.
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- 2024
8. Evaluation of Practices in the Education Process in the Context of Agenda Setting Theory
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Ülkü Ulukaya Öteles, Fatima Betül Demir Evcimen, Erol Koçoglu, and Kübra Melis Avcu
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In today's world, where the internet-based digitalization process has gained momentum, increasing the quality of learning in the educational process can be achieved by associating the transferred achievements with current topics and news in written and visual media by the teacher of the course, thus increasing the attention level of the learners in the learning environment. This situation, which shows the impact of the agenda on the educational process, increases the awareness level of the learners regarding the time period in which they live, the environment and the events that occur. In this direction, this study aimed to identify and evaluate the practices in the education process in the context of agenda setting, in line with teachers' opinions. This study, which was carried out with the phenomenology pattern, one of the qualitative research methods, was conducted with 30 teachers working in public schools. The data of the research were collected with a semi-structured interview form. The data obtained was analyzed with content analysis. As a result of the study, it was determined that the practical reflections of the activities prepared by the teachers based on the agenda setting theory were not sufficient in the context of learning.
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- 2024
9. Sharing LiSQuP's Leap: Lessons and Experiences within an Online Advancement Program in the Philippines
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Jose Norman Bernardo Bajar, Henry Buemio, and Reynald M. Cacho
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This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.
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- 2024
10. Investigation of the Relationship between School Principals' Toxic Leadership Behaviors and Teachers' Perceptions of Organizational Gossip
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Ümit Dogan and Hüseyin Aslan
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This research investigated the relationship between school principals' toxic leadership behaviors and teachers' perceptions of organizational gossip using the relational screening model. The sample consisted of 276 teachers selected through a simple random sampling method from public schools in Sakarya province. The Toxic Leadership Scale and Organizational Gossip Perceptions Scale served as data collection tools. Data analysis revealed that teachers' perceptions of toxic leadership and organizational gossip did not statistically differ based on gender or professional seniority. However, perceptions varied according to the school type in which they worked. The study found a positive relationship between teachers' perceptions of school principals' toxic leadership behaviors and levels of organizational gossip. Toxic leadership is a significant predictor of organizational gossip. The findings underscore the need for more research on the relationship between toxic leadership and organizational gossip, emphasizing the importance of reinforcing these results with qualitative studies.
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- 2024
11. Alternative Teacher Certification Programs: Post COVID-19 Pandemic -- Do Graduates Feel Prepared to Teach in Virginia?
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Kristin R. Lazenby Rankin and Jodie L. Brinkmann
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The Commonwealth of Virginia has seen an increase in the number of educators completing Alternative Teacher Certification Programs, contributing to the diversity in the teaching work force. The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach. The researcher employed a semi-structured focus group protocol in conducting four focus groups with 23 participants who were provisionally licensed K-12 public school teachers in one school division in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for core academic instruction, lesson planning, differentiation, classroom management, and working with parents, resulting in high levels of stress among provisionally licensed teachers. School leaders are tasked with ensuring equitable learning experiences for all students represented by a highly qualified, diverse faculty. Understanding the unique pre-service training and ongoing needs will help school leaders provide supports aimed at increasing their retention to address growing teacher shortages.
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- 2024
12. An Investigation of the Relationship between Democratic Attitudes and Communication Skills of Drama Educators
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Sebnem Soylu and Ayse Okvuran
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Creative drama encompasses two primary learning objectives: the internalization of democratic values and the cultivation of advanced communication skills. To foster these attributes in individuals through creative drama education, it is imperative that the educators themselves possess these skills. This research pursues a dual objective: firstly, it delves into the communication skills and democratic attitudes of creative drama educators, considering various influencing factors. Subsequently, it explores the correlation between communication skills and democratic attitudes. The study included 143 creative drama educators from 18 cities in Turkey. Various statistical analyses, including independent samples t-tests, Analysis of Variance (ANOVA), and Pearson Product Moment Correlation Analysis, were employed. The findings reveal that the gender and years of experience of drama educators are not significantly linked to their democratic attitudes or communication skills. However, the faculty that they are graduated from significantly impacts both their communication skills and democratic attitudes. Finally, the Pearson Product Moment Correlation Analysis demonstrates a significant and positive relationship between the communication skills and democratic attitudes of creative drama educators.
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- 2024
13. Effect of Transformational Leadership on Data-Informed Instruction and Student Achievement
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Beverly Cheri Neal
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The purpose of the study was to better understand the extent to which middle school principals' transformational leadership styles affect teachers' data-informed instruction, the influence of teachers' data-informed instruction on middle school student achievement, and the extent to which transformational leaders affect student achievement through data-informed instruction. Therefore, for this study, survey data were collected using Kenneth Leithwood's Transformational School Leadership Survey, as well as Jingping Sun's Data-Informed Instruction Survey. Additionally, this study used Scantron performance data for sixth-grade math to determine the effects of transformational school leaders on student achievement through data-informed instruction. The results showed that transformational school leadership has no effect on middle school teachers' data-informed instruction, and middle school teachers' data-informed instruction has no significant effect on student achievement, with socioeconomic status controlled. The study also showed that transformational school leadership has no statistically significant effect on student achievement through teachers' data-informed instruction. The results of this study help us understand the extent to which transformational school leadership affects student achievement through teachers' data-informed instruction. It also provides knowledge that will help us better educate aspiring leaders, making them effective transformational leaders in schools.
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- 2024
14. Unethical Behaviors of School Principals According to Teachers' Views: Causes and Recommendations for Prevention
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Yaser Arslan, Soner Polat, Meriç Gürler, and I?Brahim Bulut
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This study aims to reveal school principals' unethical behaviours based on teachers' perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.
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- 2024
15. What Predicts K-12 Teachers' Technology Integration Practices in U.S. Public Schools?: The Relationship between Teachers' Beliefs and Support
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Woonhee Sung, Heejung An, and Christopher L. Thomas
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This study examined K-12 public school teachers' classroom technology integration practices during the COVID-19 pandemic emergency remote teaching began. Survey data were collected from 76 K-12 teachers in public schools in a Southcentral U.S. state. The data include teachers' general beliefs about technology, their self-efficacy about technology integration, the support they received, and how frequently they implemented various types of technology-integrated activities. General linear models predicted the factors affecting the frequency of implementing technology-integrated activities as a whole group and between K-6 and 7-12 grade levels. The models showed different prediction impacts between grade levels. A significant impact of self-efficacy and interaction was found between general beliefs and support on implementation frequency for K-6 but not for 7-12. Moderation analysis was performed to further examine the relationship between support and general beliefs on self-efficacy. A simple slope analysis showed positive effects of self-efficacy among teachers who had low-to-average levels of general beliefs on self-efficacy. These findings argue for the importance of support for early-grade teachers with lower levels of general beliefs about technology integration.
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- 2024
16. Identity, Pedagogy, and Change
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Emma T. Reeve-Lobaugh
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Teacher identity guides classroom choices and responses to proposed change, yet identity work and reflection are frequently overlooked components of professional development. Based in dialogic self theory, this qualitative study used narrative case study to examine teachers' perceptions of interactions between their identities, choices, and responses to change. This study determined that while teachers are aware of how their identities guide their choices, they often do not acknowledge divergences between their identities and choices and do not see responses to change as connected to their identities. Further research into specific elements of teacher identity and teacher reflection is recommended.
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- 2024
17. Effective Educational Planning and Teaching Staff Performance: A Correlational Study from Zamfara State, Nigeria
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Abbas Sani Dahiru, Jibril Almustapha, and Zainab Sambo
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This study examined the relationship between effective educational planning and teaching staff performance among public secondary schools in Zamfara State, Nigeria. A research null hypothesis was established to guide the research work. The study adopted correlational survey design. The population of the study comprised 24 public secondary schools with 670 in-service teachers. From the population of the study, a total number of 12 public secondary schools and 225 in-service teachers were sampled to serve as participants in this study using simple random sampling technique. The sample size was determined using Krejcie and Morgan's (1971) table of determining sample size. Two (2) self-structured questionnaires entitle: "Effective Educational Planning Assessment Questionnaire (EEPAQ) and "Staff Performance Evaluation Questionnaire (SPEQ)" were constructed and utilized as instruments for data collection. The data analysis was computed using Descriptive Statistics and Inferential Statistics. The Pearson Moment Product Correlation Coefficient analysis results (r=0.514, P<0.05) revealed that there is a moderate but significant relationship between effective educational planning and school staff performance among public schools in Gusau Local Government Area, Zamfara State, Nigeria. Based on findings, the study recommends that in order to maintain the high level of the effectiveness of educational planning in Nigeria, the Federal, State, and Local, and Governments as well as other relevant international and local organizations should put hands on deck in employing more professional planners and deploy them to the ministries and agencies for effective planning of education.
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- 2024
18. The Tables Have Turned: The New Landscape for Collective Bargaining in Michigan Schools
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Mackinac Center for Public Policy and Steve Delie
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The tables have turned on Michigan's public school boards and other school officials. As a result of changes to the state's labor law in 2023, school districts face the risk of losing some authority to determine who should be teaching in their classrooms. Teachers unions are empowered once again to demand districts treat teachers as if they are interchangeable widgets, basing all decisions related to promotion, placement and pay on seniority. School officials have not had to bargain over these issues for more than a decade but will suddenly find themselves facing these concerns again. The report reviewed the teachers union contracts in the 200 largest school districts in Michigan, which enroll about 70% of the public school students in the state. It reveals that some districts have automatic revival language in their contracts, which will make the changes to collective bargaining take immediate effect. It also assesses how thoroughly districts complied with the 2011 reforms and offers suggestions for school officials to deal with this new bargaining reality. It concludes by suggesting school districts review their existing contracts, familiarize themselves with previously prohibited terms, and negotiate firmly to preserve contract terms that prioritize improving teacher effectiveness and educational outcomes rather than union priorities such as reestablishing seniority-based rules.
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- 2024
19. Reconceptualizing Family Engagement as an Improvisational Practice: Lessons from Pre-K Teachers' Practices during COVID-19
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Bethany Wilinski, Alyssa Morley, and Jamie Heng-Chieh Wu
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Scholars have argued against a post-COVID return to normality on the grounds that the pandemic offers an opportunity to break with the past and imagine a different, more just future. In this analysis of pre-kindergarten teachers' reflections on teaching during COVID-19 in the state of Michigan, we take up the notion of the pandemic as a portal to consider how practices that emerged during the pandemic might be carried forward post-pandemic. Through a qualitative interview study with 25 public pre-K teachers in Michigan, we sought to understand how the pandemic altered the nature of family-teacher engagement. Our analysis led us to conceptualize teaching as an improvisational practice that was highly responsive to the circumstances and needs of families. We identified three central themes that animated pre-K teachers' work during the pandemic: supporting families through new types of "offers" (a term from improv theory), making learning accessible, and fostering collectivity by partnering with families. Teachers' practices during the pandemic reveal new avenues for conceptualizing family engagement as an improvisational practice. We draw on the principles of improv theory to outline a framework for this approach.
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- 2024
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20. Elementary Teachers' Perceptions and Reported Enactment of Autonomy from Prescribed Pacing Guides
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Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. Jean Gubbins, Carolyn M. Callahan, and Del Siegle
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Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers' perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
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- 2024
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21. Identifying Teacher Salary Spiking and Assessing the Impact of Pensionable Compensation Reforms in Illinois
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Dan Goldhaber, Cyrus Grout, and Kristian L. Holden
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Defined benefit (DB) pension plans incentivize "salary spiking," where sharp increases in pay are leveraged into significantly higher levels of retirement compensation. While egregious instances of salary spiking occasionally make headlines, there is little guidance on the definition of salary-spiking behavior or understanding of its prevalence. We develop empirical methods to quantify the prevalence of salary spiking by identifying cases where end-of-career compensation deviates from the expected level of compensation. We apply this method to teacher pension systems in Illinois to assess the prevalence of salary spiking before and after the implementation of a reform designed to dissuade salary spiking.
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- 2024
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22. Lived Experiences of Volunteer Teachers in E-'Tulay' Program
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Rommel Dula Oribello
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The main focus of this research is the lived experiences of volunteer teachers in the E-Tulay program. This study aimed to answer the following questions: 1. What are the experiences of volunteer teachers in the E-"Tulay" Program? 2. What is the essence of being a volunteer teacher in the E-"Tulay" Program? 3. What is the meaning of the experiences of volunteer teachers in the E-Tulay Program? 4. What are the implications of these experiences to their personal and professional lives? Six co-researchers for this study were all volunteer teachers in E-"Tulay" from 2021 to 2023. The lived experiences of the primary researcher were also included in the dataset following the hermeneutical phenomenological framework and methodology which was used to guide the study. Based on the interpretation of the generated lived experiences, symbolic representations of being an E-"Tulay" teacher, internal and external forces that affect volunteerism, "pakikipagkapwa-tao," personal and professional growth of volunteer teachers, volunteers' acknowledgments, and rewards and spearheading E-"Tulay" in action emerged as the core themes. Furthermore, the composite textural-structural description exposes the constant idea of change, commitment, and contribution in the lived experiences which comprise the essence of being an E-"Tulay" volunteer teacher. A poem based on the lived experiences of the volunteer teachers was composed based on the core themes and essences, representing the synthesis of the lived experiences of the co-researchers.
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- 2023
23. Facilitating Effective Mathematical Teaching Practices in Preschool
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Gonulates, Funda and Gilbert, Jasook
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Initial seeds for mathematics literacy are planted during early childhood. Children benefit when they are exposed to and provided with opportunities for math experiences that emphasize their holistic development and not just mathematics proficiency in isolation. This way of viewing and presenting mathematics to young children requires teachers who are equipped with strong mathematics teaching skills. This study examined a 21-hour professional development series for public school preschool teachers on early numeracy, geometry, mathematical reasoning, and teaching pedagogies. This professional development series aimed to help preschool teachers incorporate effective mathematical practices and increase their comfort level in teaching mathematics. Participants noted this professional development series impacted their ability to foster children's early numeracy development, engage in "math talk" pose questions that helped children process early numeracy, and contextualize early numeracy through stories and/or word problems. The study demonstrates change takes time, and the impact of this professional development series is dependent on preschool teachers' readiness and their perception of their teaching context needs.
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- 2023
24. Who Becomes a Teacher When Entry Requirements Are Reduced? An Analysis of Emergency Licenses in Massachusetts. EdWorkingPaper No. 23-857
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Annenberg Institute for School Reform at Brown University, Andrew Bacher-Hicks, Olivia L. Chi, Ariel Tichnor-Wagner, and Sidrah Baloch
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The COVID-19 pandemic disrupted teacher candidates' capacity to complete licensure requirements. In response, many states temporarily reduced professional entry requirements to prevent a pandemic-induced teacher shortage. Using mixed methods, we examine the role of the emergency teaching license in Massachusetts, which provided an opportunity for individuals to enter the public school teacher workforce with only a bachelor's degree. Our results show that emergency licenses increased the supply of teachers in two ways by: 1) providing an entry point for individuals who previously wanted to become teachers but could not meet traditional licensure requirements and 2) expanding the pool of individuals interested in the profession. Among those teachers hired with an emergency license, we find that they were substantially more ethnoracially diverse than their peers with traditional licenses, and they overwhelmingly intend to obtain permanent licensure and remain in the profession. These results suggest that rethinking initial entry requirements may be an effective policy tool to increase the supply of teachers, particularly among teachers of color.
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- 2023
25. Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2022-23
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California Commission on Teacher Credentialing
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This report presents a summary of the vast array of activities that comprised the 2022-23 accreditation year for all Commission-approved educator preparation programs. Currently, there are 252 Commission approved program sponsors offering 878 different and active educator preparation programs and many of those are offered through various pathways. The accreditation activities of academic year 2022-23 were focused on continuing to address the lingering impacts of the COVID pandemic on educator preparation and to, as much as possible, return to "normal" operations. Most notably, candidates enrolled in teacher preparation programs during 2022-23 were able to practice their emerging skills as educators under the direction of program personnel and mentor practitioners in California public school classrooms, rather than remotely.
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- 2023
26. The Influence of Knowledge Aspects of the Multicultural on the Implementation of Multicultural Education in Elementary Schools
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Pilus, Suzana Muhamad and Nguyen, Ngoc Minh
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This study examines the knowledge level of Multicultural Education among national school teachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national-type schools in Negeri Sembilan. This study aims to identify the influence of knowledge about multicultural education from content integration knowledge, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools. It is quantitative survey research. The questionnaire was distributed to 927 respondents consisting of teachers who teach in national-type schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean and standard deviation are used to describe the profile of the respondents and answer the research questions. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Multiple Regression Statistics are used to identify the influence of multicultural education knowledge from knowledge of content integration, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools.
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- 2023
27. Jobs in the Balance: The Early Employment Impacts of Washington, DC's Early Childhood Educator Pay Equity Fund. Early Childhood Research Brief
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Mathematica and Schochet, Owen
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Despite the contributions of their work to the learning and development of young children, child care and early education (CCEE) educators are among the lowest paid workers in the United States and have high rates of turnover in their jobs. In a pioneering effort, Washington, DC has launched the nation's first large-scale, publicly funded program to supplement CCEE educator wages. The Early Childhood Educator Pay Equity Fund (PEF) was created to achieve compensation equity with DC Public Schools teachers. This initiative, launched in Fall 2022, delivered initial lump sum payments ranging from $10,000 to $14,000 to approximately 3,000 CCEE educators across the city. This policy research brief shares findings from a study using quasi-experimental methods to examine the immediate impacts of these initial payments on CCEE employment levels in Washington, DC. The analysis uses synthetic control methods and data from the Quarterly Census of Employment and Wages for the period between 2019 and 2022.
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- 2023
28. Report on the Condition of Education 2023. NCES 2023-144rev
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National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Irwin, Véronique, Wang, Ke, Tezil, Tabitha, Zhang, Jijun, Filbey, Alison, Jung, Julie, Mann, Farrah Bullock, Dilig, Rita, and Parker, Stephanie
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This is the revised edition of the 2023 "Report on the Condition of Education," which is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For the first edition of the report, see ED628286.]
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- 2023
29. Listen to Your Teacher! An Analysis of Teacher Sentiment on the State of Public Education
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National Alliance for Public Charter Schools and Debbie Veney
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"Listen to Your Teacher: An Analysis of Teacher Sentiment on the State of Public Education" is a new report based on results of a national survey of more than 1,200 public school teachers--both district and charter--conducted by The Harris Poll and commissioned by the National Alliance for Public Charter Schools. The survey examined teachers' experiences and opinions to learn more about their motivations for entering, staying in, or leaving the classroom, as well as the challenges they believe are facing the American public education system. Results revealed similarities for teachers in public schools--both district and charter--as well as interesting findings unique to charter school teachers.
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- 2023
30. Revolving Classroom Doors: Recent Trends in Wisconsin's Teacher Turnover. The Wisconsin Taxpayer
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Wisconsin Policy Forum and Hamidu, Maria
- Abstract
Concerns over the teaching workforce have been rising across Wisconsin in recent years, particularly since the advent of the COVID-19 pandemic. A series of Forum reports have raised warning flags about declining graduates from schools of education, record turnover among state and local government employees, and the rising use of emergency K-12 licenses. Likewise, newspapers are rife with articles about individual districts' difficulties hiring and retaining teachers. These leading indicators and anecdotes have strongly suggested that turnover has risen among educators. This report seeks to verify whether that is the case, examining teacher turnover rates in an extensive new analysis. Public school staffing data from the state Department of Public Instruction (DPI) going back to 2009 was used to determine teacher turnover rates for individual districts and the state as a whole. This analysis examined nearly 116,000 teachers at roughly 450 school districts and other K-12 entities over the 15 years. Findings show that from 2009 to 2023, an average of 11.5% of the state's teachers turned over each year. In the 2022-23 school year, turnover rose to 15.8%--the highest percentage during the years studied. Turnover has been highest in rural and city districts, in districts with large proportions of low-income students and students of color, in districts with very small student bodies, and for teachers of color. [This report was made possible by the family of Norman N. Gill.]
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- 2023
31. The Alarming Rise in Teacher Absenteeism. Issue Brief No. 5322
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Heritage Foundation, Center for Education Policy, Greene, Jay P., and Butcher, Jonathan
- Abstract
Student absenteeism has been a problem for at least a decade in schools around the country, and school officials report that student attendance rates worsened during and after the COVID-19 pandemic. A survey of schools across the country found that 72 percent of public schools had higher teacher absenteeism rates than before the COVID-19 pandemic. Teacher absenteeism is also a growing problem over the past three school years, which can result in significant learning loss and can have negative impacts on nonacademic and behavioral outcomes for students. Policy recommendations are provided to state policymakers and school-district officials in order to address the alarming teacher absences by expanding education choice and consequences for absentee teachers.
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- 2023
32. Irish Teacher Practice of Differentiation for Gifted Students
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Leeanne Hinch, Jennifer Riedl Cross, Tracy L. Cross, Colm O'Reilly, and Serife Bilgic-Erdem
- Abstract
In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers' sense of efficacy, particularly for instructional strategies.
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- 2024
- Full Text
- View/download PDF
33. EPIC: Educator Performance Incentive and Career Pathways. Teacher and School Leader Program. Final Evaluation and Impact Study Report
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The Evaluation Group (TEG), Christy Derrick, Catherine Snyder, Kristin LaRoche, Stephanie Marshall, and Kathy Dowell
- Abstract
Union County Public Schools (UCPS) received a U.S. Department of Education Teacher and School Leader Incentive Program grant in 2017, supporting the EPIC program aimed at transforming education in 13 low-performing, high-poverty schools. The EPIC initiative had two primary goals: redesigning the Human Capital Management System and Performance-Based Compensation System to attract, retain, and sustain effective educators, and enhancing teacher and school leader effectiveness to positively impact student academic achievement. UCPS implemented a Performance-Based Compensation System (PBCS) that provided monetary incentives to individual teachers and school leaders based on attendance, growth targets, and evaluations. The EPIC impact study evaluated the program's effects on student outcomes using a short-interrupted time series design with comparison (SIT-C), comparing standardized achievement scores in math and reading for Grades 5 and 8, and high school levels, with matched comparison schools. The study spanned five years, tracking proficiency scores before and after EPIC implementation. Results at the elementary level showed that neither the treatment nor comparison groups achieved the projected mean percent proficient in post-intervention years for math. However, the treatment group exceeded the mean in reading, unlike the comparison group. In middle schools, the treatment group surpassed the projected mean percent proficient in both math and reading, while the comparison group did not. At the high school level, neither group achieved the projected mean percent proficient in math post-intervention, but the treatment group exceeded it in English compared to the comparison group. Teacher outcomes indicated improvements in retention and diversity across EPIC schools. Seven of the 13 schools saw a substantial increase in teacher retention, and the percentage of teachers of color increased by 10 points over five years. Teacher attendance showed improvement, with a decrease in average days absent. UCPS's EPIC program demonstrated positive outcomes in teacher retention, diversity, and attendance, with varying impacts on student proficiency across grade levels. The study emphasized the need for cautious interpretation of data due to external factors like the COVID pandemic. [The report was submitted to Union County Public Schools.]
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- 2024
34. What's It Like to Be a Teacher in America Today?
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Pew Research Center, Luona Lin, Kim Parker, and Juliana Horowitz
- Abstract
Public K-12 teachers are stressed about their jobs and few are optimistic about the future of education. Pew Research Center conducted this study from October 17 to November 14, 2023 through an online survey of 2,531 U.S. public K-12 Teachers. Six chapters cover the following aspects of teachers' experiences: (1) Teachers' job satisfaction; (2) How teachers manage their workload; (3) Problems students are facing at public K-12 schools; (4) Challenges in the classroom; (5) Teachers' views of parent involvement; and (6) Teachers' views on the state of public K-12 education. Survey results revealed that most teachers find their job to be fulfilling, but that there is not enough time during their regular work hours to do tasks like grading, lesson planning, paperwork and answering work emails. When teachers were asked about some of the challenges students at their school are facing, three problems topped the list--poverty, chronic absenteeism, and mental health issues like anxiety and depression. When it came to how their students are doing in school, teachers were relatively downbeat about both academic performance and behavior, with almost half saying the academic performance and behavior of most students at their school is fair or poor. Teachers were asked about the level of involvement they see from their students' parents, and most said parents do too little when it comes to holding their children accountable if they misbehave in school, helping their children with their schoolwork, and ensuring their children's attendance in school. When asked how they view the education system, a large majority of teachers said the overall state of public K-12 education has gotten worse in the past five years.
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- 2024
35. Understanding Migrant School-Aged Children's Education in Public Schools Thailand: Teachers' Perspectives and Classroom Narratives
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Tipaya Peungcharoenkun and Budi Waluyo
- Abstract
Despite Thailand's popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand's public schools. However, knowledge in this area is important for improving Thailand's education policy and curriculum for migrant children and addressing issues related to Thailand's migrant education. As a response, framed by a phenomenological approach, this study conducted classroom teaching observations and interviews with Thai public-school teachers in the provinces, which are well-known for their large migrant populations. Presented in classroom narratives and teachers' perspectives individually, the findings revealed teachers' intentional misperceptions of ethnicity, pedagogical strategies to integrate migrant children into classrooms with Thai students, barriers that teachers must overcome to aid the educational advancement of migrant children, and non-governmental organizations' support for teacher training (NGOs). Since Thailand has implemented a policy allowing migrant and stateless children to freely enroll in public schools, this study calls for the implementation of non-discriminatory, integrative efforts at the school level, beginning with the provision of training for teachers on multilingual education and ending with the enhancement of school participation in the integration of migrant children into the educational environment.
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- 2024
- Full Text
- View/download PDF
36. Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers
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Usama Kalim and Saira Bibi
- Abstract
Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers' quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan's public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers' competence.
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- 2024
- Full Text
- View/download PDF
37. Teachers' Workload Policy: Its Impact on Philippine Public School Teachers (Public Policy Analysis and Review)
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Tarraya, Hilger Ojos
- Abstract
Teachers' workloads are common subjects of study. However, despite the pieces of literature and the endless calls for action, this remains among the prevailing issues in education. Hence, this paper aims to explore the policies further by gathering and analyzing the implications of workload policy and working hours of public school teachers, in the hope of producing a substantial view of the current impact of these policies on the field. Specifically, its (1) effectiveness; (2) efficiency; (3) economy; (4) equity; and (5) impact. The researcher's purpose is not to generalize teachers' views, competence, and performance but to review and analyze the prevailing issues and concerns evident in the existing literature and studies. The Systematic Review and Meta-Analysis (SR/MA) was used to analyze the implications of workload policy and working hours of public school teachers. The primary sources of data are the policies, literature, and studies on teachers' workloads, selected through purposive sampling. Thematic analysis using a deductive approach was used to qualitatively analyze the data. The findings revealed that heavy workloads influence teachers' overall effectiveness and efficiency. Moreover, these issues need to be addressed critically to augment the resources the government can provide to improve access and quality of education since education is vital in sustaining the Philippines' economy. Based on the findings of this analysis, the following strategies and actions are suggested: policymakers shall have a comprehensive review and analysis of the policy; reduce workloads; improve the data management system; improve the staffing system; hire additional non-teaching personnel; quality teachers' mentoring programs through professional learning communities (PLCs); programs of other government agencies implemented in schools must be facilitated by the concerned government office/agency, instead of fully delegating the implementation, monitoring, and reporting to teachers; and enhance teachers' welfare programs. [This is the online version of an article published in "Puissant" (ISSN 2719-0153).]
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- 2023
38. Viral Change: Trends in Michigan Teacher Attrition and Mobility before and during the COVID-19 Pandemic
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Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC), Bryant G. Hopkins, Katherine O. Strunk, and Salem Rogers
- Abstract
The COVID-19 pandemic has raised even greater concerns about a growing teacher shortage. In this study, we use administrative data on more than 140,000 Michigan traditional public and charter school teachers in an interrupted time series framework to understand how teacher attrition and supply may have shifted after the onset of the COVID-19 pandemic. Our results suggest that Michigan teachers were more likely to leave the profession, less likely to leave their districts, and more likely to switch schools within their district after the 2020-21 and 2021-22 school years relative to pre-pandemic trends. Additionally, teachers in low COVID-19 rate communities, as well as those in districts that offered fully in-person instruction at the start of the 2020-21 school year, were more likely to leave the teaching profession or switch districts following the 2019-20 school year compared to teachers in fully remote districts.
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- 2023
39. The Relationship between Teachers' Perceptions of Compliance with the Psychological Contract and School Administrators' Empowering Leadership Behaviors
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Gökyer, Necmi, Okay, Ilkay, Okay, Berkay, and Gökyer, Umran
- Abstract
The aim of this study is to determine the relationship between school administrators' empowering leadership behaviors and secondary education (high school) teachers' perceptions of compliance with the psychological contract. The population of the study consists of 2,878 teachers who were working at 47 high schools located in central Elazig during the 2019-2020 school year. The sample for the study consisted of 470 teachers selected from 12 schools using the stratified sampling method. Data were collected using the "Scale for School Administrator Compliance with Psychological Contract" developed by Koçak (2016) and the "Scale for Teacher Compliance with Psychological Contract". Teacher perceptions of the level to which school administrators displayed empowering leadership behaviors were measured using the Empowering Leadership Behaviors Scale developed by Konczak, Stelly, and Trusty (2000) and adapted to Turkish by Aras (2013). It was found that teachers had high perceptions of school administrator compliance with the psychological contract (SACPC) and that they also had a high level of compliance with the psychological contract (STCPC). Additionally, it was found that teacher perceptions of school administrators displaying empowering leadership behaviors (OYGLD) were also high. Perceptions of teachers who had been working for 7-11 years in the same school regarding school administrator compliance with the psychological contract were higher than those of teachers who had been working in the same institution for 2-6 years. A moderately positive and significant relationship was found between school administrators' and teachers' compliance with the psychological contract and administrators' empowering leadership behaviors. Reinforcing the leadership behaviors of school administrators; does not have a significant effect on coaching sub-dimensions for decision-making, knowledge sharing, and innovative performance on its own.
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- 2023
40. Professional Well-Being of Public School Teachers and Their School Organizational Health: Input for Mindfulness-Based Interventions Program
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Samosa, Resty, Blanquisco, Mark Jezreel P., and Mangansat, Nancy Joy
- Abstract
This descriptive-correlational study was aimed to describe and analyze the well-being of public-school teachers in relation to their school organizational health. A total of 150 public school teachers were recruited for this study. An organizational health inventory survey for secondary by Hoy and Feldman was administered to respondents along with a professional well-being self-assessment tool. Results showed that teachers' professional well-being in terms of perspective, self-management, supports, meaningfulness, self-care, practice competence and, and professional development showed that are indeed satisfied. More so, the school organizational health in terms of institutional integrity, teacher morale, academic emphasis, principal influence, consideration, initiating structure, and resource support was observed often occurs. The professional well-being of public-school teachers was significantly and high positive relationship related to their school organizational health. This study provided scientific bases for the development of mindfulness-based interventions program that improve the professional well-being of teachers and school organizational health. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform towards teachers' well- being and to improve the school organizational health.
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- 2023
41. Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina. EdWorkingPaper No. 23-794
- Author
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Annenberg Institute for School Reform at Brown University, Gershenson, Seth, Lindsay, Constance A., Papageorge, Nicholas W., Campbell, Romaine, and Rendon, Jessica H.
- Abstract
The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach to investigate the hypothesis that Black peers improve white teachers' effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. These effects are persistent over time and largest for novice teachers. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning.
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- 2023
42. National Board Certification as a Signal of Cooperating Teacher Quality. Working Paper No. 284-0523
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Goldhaber, Dan, Krieg, John, Theobald, Roddy, and Falken, Grace
- Abstract
Prior research has connected characteristics of cooperating teachers who supervise student teaching to performance measures of the teacher candidates they host, suggesting more effective teachers may also be better mentors. The specific measures of cooperating teacher effectiveness considered in this prior literature (value added and performance evaluations), however, are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) Certification. We find that NB teachers are considerably more likely to host candidates than other teachers, candidates supervised by NB teachers are slightly more likely to be hired within three years, and these candidates have slightly lower value added in English language arts than their peers, all else being equal. We find no significant relationship between cooperating teacher NB certification and candidates' later attrition and value added in math. We conclude that individuals and policies seeking to leverage student teaching placements to improve student and teacher outcomes may need to focus on less easily observable proxies of cooperating teacher quality than NB certification status.
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- 2023
43. Teachers and K-12 Education: A National Polling Report [May 2023]
- Author
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EdChoice and Morning Consult
- Abstract
This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.
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- 2023
44. Report on the Condition of Education 2023. NCES 2023-144
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National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Irwin, Véronique, Wang, Ke, Tezil, Tabitha, Zhang, Jijun, Filbey, Alison, Jung, Julie, Mann, Farrah Bullock, Dilig, Rita, and Parker, Stephanie
- Abstract
The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]
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- 2023
45. Rankings of the States 2022 and Estimates of School Statistics 2023. NEA Research
- Author
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National Education Association (NEA)
- Abstract
The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2022--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this report--Estimates 2023--is in its 78th year of production. Estimates provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. The influx of federal funding through COVID relief measures added a new layer of complexity to the development of financial projections. Part III of this report--National Trends 2014-23--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous 10 years. [For "Rankings of the States 2021 and Estimates of School Statistics 2022. NEA Research," see ED620624.]
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- 2023
46. Teacher Perceptions of Inclusion in Online Instructional Practices
- Author
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Dion, Sheri K.
- Abstract
The purpose of this study is to explore world language teacher perceptions of inclusion in online instructional practices. Data were collected from semi-structured interviews conducted with six world language teachers in one large public school district during the 2020-2021 academic year. Four of six teachers described practices that incorporate racial and ethnic diversity in curricula, and five teachers expressed uncertainty about how to integrate diverse gender and sexual identities in their practices. Teachers found the support of world language colleagues instrumental in adapting their online practices to be inclusive. Findings hold practical implications for teachers and teacher educators who aim to develop inclusive instructional practices in online settings.
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- 2023
47. Uncovering the Sources of Gender Wage Gaps among Teachers: The Role of Compensation off the Salary Schedule. EdWorkingPaper No. 23-737
- Author
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Annenberg Institute for School Reform at Brown University, Quintero, Diana, Hansen, Michael, and Zerbino, Nicolas
- Abstract
Public teacher compensation is largely determined by fixed salary schedules that were designed to avoid payment inequalities based on demographic characteristics. Yet, recent research shows female teachers earn less than their male peers after controlling for experience, education, and school characteristics. Building on this literature, this paper examines teacher salaries to provide empirical evidence of the extent of gender wage gaps in the teaching profession and the sources of those gaps. Using data from two waves of the National Teacher and Principal Survey, we show that on average male teachers have an advantage of over $700 in base pay and of $1,500 in supplemental compensation, compared to female teachers with similar characteristics and in similar contexts. Additionally, our estimations indicate that male teachers are both more likely to take on extra duties and receive compensation for those activities than female teachers, and the gap increases when schools have a male principal. Finally, an analysis of wage gaps across collective bargaining contexts suggests that wage gaps are positive for both base pay and extra duties, though the magnitudes of each vary across different CBA contexts. Our results provide insight into teacher compensation policies.
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- 2023
48. Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal's Public Schools
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Subedi, Khim Raj
- Abstract
The article explores how Nepalese public schools' traditional hierarchy-dominated educational culture shapes teachers' professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers 'professional identity development using Gee's (2000) identity framework. The data revealed that hierarchy and power relations between the teachers and the social context fundamentally shaped teacher identity development. However, the study further showed that professional hierarchy was not uni-layered, the power was not one-directional, and the domination was not permanent but rather dynamic. Factors like academic qualifications, job status, technological skills, and social status made the hierarchy complex. More interestingly, hierarchical relationships did not always undermine teacher empowerment but confidence in some cases. For example, when a teacher in a marginalized position due to some factors such as poor health condition was viewed as a role model or capable of success despite challenges, they achieved high value from their colleagues.
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- 2023
49. Work-Related Burnout on Psychological Well-Being among Public School Teachers: Resilience as Moderating Factor
- Author
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Richardson D. Orines, Mark John S. Dequitos, April Q. De Leon, Lovely Mariz S. Garganera, Rupert Sendor Nikolai A. Lim, Jamia T. Macabato, and Micka Lea G. Ordonio
- Abstract
Education being one of the cornerstones of the Philippines, teachers may experience pressure and burnout from carrying the workload and responsibilities of being second to parents being the steppingstone for the development of young children. This study used a moderation analysis research design to examine if resilience moderates the relationship between work-related burnout and psychological well-being. Using a non-probability purposive sampling technique, over 233 Filipino public elementary school teachers from Quezon City, Philippines, participated. Results revealed a substantial negative relationship between psychological well-being and work-related burnout, and a positive relationship exists between resilience and psychological well-being. Furthermore, linear regression analysis showed that work-related burnout negatively predicted psychological well-being. Moreover, this study found that resilience does not moderate the association between work-related burnout and psychological well-being among public elementary school teachers.
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- 2023
50. Perception of Organizational Uncertainty as a Predictor of Teacher Inertia
- Author
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Akpolat, Tuba
- Abstract
The ability of organizations to adapt quickly to change and take action in uncertain situations brought about by a crisis or change is vital for their development and continuity. Teachers, who are education workers, form the basis of the education system by producing education services. Therefore, the power of the education system to take action against uncertainties is determined by whether teachers take action in the face of uncertainties. The purpose of this study is to look into the impact of teachers' perceptions of organizational uncertainty on organizational inertia. An explanatory and predictive pattern, one of the correlational research designs, was used in the study. The study sample consists of 307 teachers, determined by a simple random sampling method from the teachers working in the Eyüp District of Istanbul. Organizational Inertia Scale and Organizational Uncertainty Scale were used as data collection tools. As a result of the research, it was seen that there were significant differences in the perception of inertia and organizational uncertainty according to the demographic characteristics of the teachers. However, it was concluded that teachers' perceptions of organizational uncertainty predicted their inertia attitudes.
- Published
- 2023
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