Patterns of compensation of public and private school teachers

General impressions suggest that public school teachers are paid higher salaries than private school teachers. Indeed, the evidence is consistent with this general impression. But why the difference? Do public school teachers have better qualifications? Are private schools better places in which to work, and are they able to pay lower wages for comparable teachers? Do public and private schools even operate in the same market for teaching personnel? Are those individuals who seek employment in the private school sector from the same population as those seeking public school employment? What part does the ownership structure of the school play in the determination of teacher compensation? It is the purpose of this paper to provide some insights into these and related questions about the patterns of variation in compensation of public and private school teachers. Our findings reveal that public school teachers earn more than teachers in non-public schools. Teachers in parochial schools are the lowest paid, while teachers in non-sectarian private schools are the highest paid among non-public school teachers. There appear to be structural differences in the patterns of wage variation between the different sectors. Public school teachers possess greater quantities of those characteristics that are valued in the market than non-public school teachers. Non-public school teachers sacrifice between 10 and 40% of the public school teacher salary to work in the non-public sector (depending on the type of school within the non-public sector) and they are aware of their sacrifice. Organizational and ownership structure of the school also appears to make a difference in salaries, with profit-making schools being among the lowest paying, second only to parochial schools.     

广西中小学教师教育观念调查研究

教师的教育观念是教师素质的核心，它决定着教师教育工作的方向，直接影响教师的教育行为和教育效果，笔在对广西中小学教师的教育观念调查分析的基础上，提出几方面的建议；关注教育科学研究的实效笥；引导教师建设良好的师生关系，重视理论传授，加强操作指导；记中小学教师充分认识教育的生态功能，加强教育评价的指导。     

A comparison between primary school principals’ and teachers’ perceptions of students’ online risk behaviours: the role of perceived self-efficacy

ABSTRACT

The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.     

Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers

This paper presents research which compares the teaching beliefs of primary and secondary school trainee teachers. Participants were 177 trainee teachers, 92 enrolled in a primary school teacher degree course, and 85 enrolled in a postgraduate teacher training course specifically for music teaching at secondary school level (middle and high school). A questionnaire was employed for assessing beliefs. By performing factor analysis, the following four dimensions were extracted: innovative teaching and cooperative learning, teacher-centred approach, learner-centred approach and working collaboratively. Data were subjected to analysis of variance for each factor of the questionnaire. Significant differences between primary and secondary trainee teachers in the way they think about music teaching were found. The relevance of these factors and differences was discussed in considering how to improve the education of teachers.     

The impact of bargaining and bargaining statutes on the earnings of public school teachers: A comparison in California and Missouri

Among labor economists there is a long-standing interest in the effects of collective bargaining in the public sector. Among industrial relations experts interest exists in the impact that differences in the legal status of public bargaining have on the outcomes of the bargaining process. It is the purpose of this article to shed some light on both questions by estimating the impact of collective bargaining on the earnings of public school teachers in the state of Missouri and then comparing the results with those obtained in the previous study for the state of California. The results reveal the same basic patterns and magnitudes of bargaining effects in the two states despite the differences in the legal status of bargaining.     

The school sociologist: A new role for the public school

An argument is made for the usefulness of sociology in solving current problems of the public school and for the creation of a new professional role—the school sociologist—to carry this out. Five areas of sociological knowledge useful to the school are discussed: family and community life, youth culture and adolescence, organization and bureaucracy, teaching as a profession, and the school as a social system. Specific tasks that the school sociologist would undertake are then discussed, followed by an analysis of how the sociologist would fit into and work within the school organization. Finally, suggestions are made about university training for the job and the kind of curriculum necessary for that purpose.

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Résumé L'auteur défend l'utilité de la sociologie dans la solution des problèmes actuels de l'école publique et dans la création d'un nouveau rôle professionnel—celui du sociologue scolaire—pour résoudre ces problèmes. Il étudie cinq domaines de connaissances sociologiques utiles à l'école: vie familiale et communautaire, culture des jeunes et adolescence, organisation et bureaucratie, l'enseignement en tant que profession, et enfin l'école en tant que système social. L'auteur étudie ensuite les tâches particulières qui seraient entreprises par le sociologue scolaire et il analyse la façon dont celui-ci pourrait s'intégrer et oeuvrer au sein de l'organisation scolaire. L'auteur présente enfin des suggestions sur la formation universitaire à donner à ce sociologue et le type de programme d'études nécessaire à cette formation.

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The author wishes to acknowledge the assistance of two colleagues, William G. Spady of the Ontario Institute for Studies in Education and Norman L. Friedman of California State College, Los Angeles. Their criticism of the first draft of this article was extremely useful in the preparation of the final version presented here.     

教师在适用教育惩罚手段中的角色定位

教育惩罚是教育界广泛关注的问题。从教师在教育惩罚中的角色误区入手,通过对当前教师在教育惩罚中角色失当的原因分析,对教师在教育惩罚机制中的角色给以定位——理性的道德建设者、心理健康的理疗师、法律意识的塑造者,以促进教育工作者有效利用惩罚手段,刚柔并济,张弛有度,培养出有责任、有理性的下一代,促进社会的和谐发展。     

Building the university/public school partnership: A workshop for mentor teachers

Abstract

Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not. This article describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of university and public school faculties. The particular focus of this workshop was on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information.     

中美中小学教师职前教育课程的理论比较

中小学教师职前教育课程是我国高等师范院校教育改革的重点,高师院校课程结构和内容关系到未来中小学教师的培养和国民科学素质的提高。．美国在中小学教师职前教育课程设置与改革方面的经验对我国有很大的借鉴意义。本文首先阐述教师职前教育的相关概念和理论。接着以物理学科为例,介绍中美两国中小学教师职前教育课程的基本概况。     

Administrative support and its mediating effect on US public school teachers

This study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers’ job satisfaction, while teachers’ job satisfaction was the most significant predictor of teachers’ intent to stay in teaching. It was also confirmed that administrative support mediates the effect of teaching experience, student behavior, and teachers’ satisfaction with their salary on teachers’ job satisfaction and intent to stay in teaching.     

Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java,Indonesia

This paper describes research on how curriculum reform provides novel conditions for influencing teacher professionalism. It draws on Bernstein’s theories of the ‘classification and framing’ of curriculum and theories of teacher professionalism to investigate the impact of curriculum reform on teacher professionalism. The research was conducted in Indonesia during the implementation of a school-based curriculum that grants teachers greater autonomy to develop curricula appropriate to their context. A second concurrent reform introduced a character education policy that requires all teachers to address a specific set of values in all classes. Teachers working in public and Islamic private secondary schools were interviewed to investigate the degree of professionalism they exercised when implementing these reforms. Although theories of curriculum reform suggest that the higher degree of autonomy offered by a school-based curriculum has the potential to re-professionalise teachers, this study observed different outcomes for teachers in different workforce environments in Indonesia.     

中学体育教师角色期望师生比较研究

采用文献资料法、访谈法、问卷调查法、数据统计法等研究方法,就中学体育教师角色期望对莆田市101位教师和962位学生进行调查,结果表明：师生时体育教师角色总体期望趋向一致,依次是职业道德、教学能力、综合素质、师生关系、个人形象.从不同的视角师生在各个具体内容的期望上存在显著性差异.     

对我国公立学校教师法律地位的思考

公立学校教师法律地位的关键点在于教师是公务员还是劳动者。我国的相关法律规定和国外及台湾地区的立法或改革情况显示,公立学校教师不属于狭义的劳动者,而是具有专门职业特性的公职人员,其权利义务和管理应主要受到教师法的专门规范。     

Job satisfaction variance among public and private kindergarten school teachers in Cyprus

The main purpose of this study is to compare the differences in job satisfaction among public and private kindergarten school teachers in Cyprus. These comparisons take place from the perspectives of the teachers themselves and how they evaluate the working conditions in their own schools. More specifically, a series of three logistic regressions and a MANOVA were performed to predict whether the teachers are employed in private or public schools based on (a) the motivational factors that influenced them to enter the teaching profession, (b) their satisfaction with their working conditions, (c) the status and recognition that they receive, and (d) their satisfaction with the work of educational boards and associations. The results are interpreted in the context of how a country's cultural, social, and economic structures contribute to the development of particular forms of private/public schooling and the ways in which these structures seem to influence teacher job satisfaction.     

Studying mathematics problem-solving classrooms. A comparison between the discourse of in-service teachers and student teachers

In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that both groups of teachers are different in how they direct the student’s attention toward the essential aspects implied in the resolution of word problem. On the one hand, the in-service teachers guaranteed students’ understanding of the problem before dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service teachers allowed a high level of student participation, while student teachers took a more prominent role so children’s participation was lower.     

History of mathematics: illuminating understanding of school mathematics concepts for prospective mathematics teachers

The use of the history of mathematics in teaching has long been considered a tool for enriching students’ mathematical learning. However, in the USA few, if any, research efforts have investigated how the study of history of mathematics contributes to a person's mathematical knowledge for teaching. In this article, I present the results of research conducted over four semesters in which I sought to characterize what prospective mathematics teachers (PMTs) understand about the topics that they will be called upon to teach in the future and how that teaching might include an historical component. In particular, I focus on how the study and application of the history of solving quadratic equations illuminates what PMTs know (or do not know) about this essential secondary school algebraic topic. Additionally, I discuss how the results signal important considerations for mathematics teacher preparation programs with regard to connecting PMTs' mathematical and pedagogical knowledge, and their ability to engage in historical perspectives to improve their own and their future students' understanding of solving quadratic equations.