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.     

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.     

名师教学技能为什么难以复制:难题及其破解——从古代塾师教学“绝活”难以传承谈起

私塾是中国传统教育的"老字号",私塾建筑空间、教育价值丰富,私塾教育产品、科学价值广泛。私塾名师长期积累的教学"绝活"——语言技能、教学技能和书写技能都已失传。名师教学技能的失传,表明名师教学"绝活"具有难以传承的个体性,名师很难复制名师,增加了名师队伍建设的难度。要破解建设一流教师队伍的难题,必须保护名师的教学遗产,承继名师的教学技能,修炼名师的教学"绝活"。     

The private problem with public service: rural teachers in educational markets

Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools.     

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.     

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.     

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。     

A comparison of role concepts between public and parochial school teachers

This study seeks to determine if the same five bipolar factors that appear for the ideal role concepts of public school teachers also appear for parochial school teachers. Subjects included 185 teachers from a Catholic diocese. The data were factor analyzed by means of a principal axis analysis with varimax rotation. An analysis of variance was used to compare the factor analyses. The results indicated that parochial and public school teachers have similar factor structures. When comparing factor scores of the two groups, there were significant differences on several factors, indicating that parochial school teachers adopt a more facilitating role than do public school teachers.     

福州市公立幼儿园与民办幼儿园教师职业倦怠的比较研究

本研究随机抽取福州市公立幼儿园教师84名,民办幼儿园教师76名为被试,结合幼儿教师职业倦怠问卷调查表与访谈法进行研究。调查发现,公立园与民办园中同样存在工龄5-11年期间的教师职业倦怠感显著高于其他年龄阶段的教师;公立园与民办园中同样存在小班教师情感耗竭显著高于大班教师;民办园教师比公立园教师的职业倦怠感更强,尤其在职业失意这个维度上存在显著性差异。进一步讨论公立园与民办园教师共同所处的困境与各自面临的问题。     

民办幼师与公办幼师职业生涯发展轨迹比较研究

通过从江西省N、Y、L三市6所幼儿园选取8位具有一定代表性的不同年龄段的教师(公办幼师与民办幼师各4位)为研究对象,对她们的职业生涯发展轨迹进行比较研究。结果表明:民办幼儿教师与公办幼儿教师的职业生涯轨迹呈现出多样性和差异性。民办幼师职业生涯存在不稳定因素,青年教师脱轨可能性较大。她们的职业生涯发展轨迹主要受幼儿园单位性质的影响,另外还与其个体的年龄阶段、个人能动性、社会背景及社会关系等因素相关。     

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.     

An analysis of factors that affect public and private school science achievement

Data on 30,030 sophomores in the “High School and Beyond” project were analyzed to test the private school superiority hypothesis for science achievement. The supposition that private schools are superior to public schools in producing science achievement is rejected on the basis of the present analysis. Major differences in science achievement between public and private schools appear attributable to relatively fixed characteristics of students and to their experiences beyond the school environment, rather than to factors easily alterable by educators. The authors point out and discuss the value of homework, the problem of excessive television viewing, the influence of parental involvement in education, and the effect of the amount of academic classes taken.     

Investigating the effects of furloughing public school teachers on juvenile crime in Hawaii

Policymakers have long been concerned about the large social costs of juvenile crime. Detecting the causes of juvenile crime is an important educational policy concern as many of these crimes happen during the school day. In the 2009–10 school year, the State of Hawaii responded to fiscal strains by furloughing all school teachers employed by the Department of Education and canceling classes for seventeen instructional days. We examine the effects of these non-holiday school closure days to draw conclusions about the relationship between time in school and juvenile arrests in the State of Hawaii on the island of Oahu. We calculate marginal effects from a negative binomial model and find that time off from school is associated with significantly fewer juvenile assault and drug-related arrests, although there are no changes in other types of crimes, such as burglaries. The declines in arrests for assaults are the most pronounced in poorer regions of the island while the decline in drug-related arrests is larger in the relatively more prosperous regions.     

民办教育教师的困境及其应对措施

民办教育教师是一个特殊的群体,是我国人民教师队伍中的一个重要组成部分,为我国的教育事业做出了杰出的贡献。然而这个特殊群体的生活现状却游离于人们的视野之外。文章从社会、学校、个体本身三方面剖析了民办教育教师的困境,并从该三方面提出了应对措施,以帮助民办教育教师重拾职业幸福感。     

The views of Nigerian teachers in public and private primary schools on the teaching of early literacy in English

Drawing on the bilingual policies and biliteracy programmes of African nations, this paper discusses the context of literacy education in Nigeria and examines Nigerian early literacy teachers’ attitudes to teaching literacy and literacy teaching practices as informed by the National Policy on Education, Primary English Language Curriculum and the teaching–learning milieu. The paper also reports the findings of a survey in which respondents to a questionnaire expressed their views and understanding of the primary English curriculum and their own relations and experiences with it, as well as their own competencies and self‐concept as literacy teachers. Results indicated the need to train Nigerian teachers to adopt a much wider perspective in literacy, which recognises the opportunities for developing the interrelated strands of literacy. Governments should also consider practising teachers’ professional identities and growth in decision‐making and curriculum development. This will enhance their understanding of ideologies in policy and practice.     

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.     

Called into crucible: Vocation and moral injury in U.S. public school teachers

This article reports some of the results of interviews with 120 Israeli Druze, 60 middle-aged adults and 60 young adults, regarding values, views of the Druze community, and personal identity. All participants expressed commitment to and love for traditional Druze values of familial respect, respect for others, modesty in dress and behavior, and commitment to Druze beliefs about one, all-powerful God and the reincarnation of Druze souls within the Druze community. Because the Druze religion is secret, open for study only to those Druze who live according to the letter of the religious law, most Druze today are not religious, defining themselves as traditional. Education in Druze values, mostly in the family, is the extent of their religious education. Most participants expressed a need for there to be some religious concessions made by the sheiks who set and enforce religious policy, in order that more people may pursue higher education and work outside the village and also study the inner secrets of their religion. Without this the Druze religion may be in danger. Connection is drawn between the Druze and other traditional religious societies.