Contract Teachers Research Articles

Perception of job security and professional self‐esteem of teachers: A mixed method research

AbstractProfessional self‐esteem and job security perceptions of teachers are considered to be factors that increase their teaching performance and overall teaching quality. The purpose of this study is to investigate the relationship between teachers' professional self‐esteem and job security perceptions in Turkey and to determine the impact of demographic characteristics on this relationship. In the study, the nested embedded mixed research method was preferred. For quantitative data, the professional self‐esteem and job security level of 660 respondent teachers were compared in terms of demographic characteristics (gender, marital status, education level, union membership, staff type, age, and years of service). For qualitative data, a structured interview form was utilized to examine the views of 54 participants about their profession. Our study reveals the intricate dynamics between teachers' professional self‐esteem and job security, emphasizing the role of gender, union membership, and career stage. The findings of the study revealed that female teachers demonstrated higher professional self‐esteem, likely due to their emotional intelligence and communication skills. Un‐ionized teachers reported greater professional self‐esteem, suggesting the positive influence of unions in safeguarding teachers' rights. Contract teachers, aware of job insecurity, exhibited elevated professional self‐esteem, indicating a drive for continuous skill development. Younger teachers (aged 21–30) displayed higher professional self‐esteem, emphasizing their enthusiasm and adaptability. These findings underscore the complex interplay between self‐esteem, job security, and external factors, with significant implications for teacher support and policymaking.

The unintended consequences of merit-based teacher selection: Evidence from a large-scale reform in Colombia

Teacher quality is a key factor in improving student academic achievement. As such, educational policymakers strive to design systems to hire the most effective teachers. This paper examines the effects of a national policy reform in Colombia that established a merit-based teacher-hiring system intended to enhance teacher quality and improve student learning. Implemented in 2005 for all public schools, the policy ties teacher-hiring decisions to candidates’ performance on an exam evaluating subject-specific knowledge and teaching aptitude. The implementation of the policy led to many experienced contract teachers being replaced by high exam-performing novice teachers. We find that though the policy sharply increased pre-college test scores of teachers, it also decreased the overall stock of teacher experience and led to sharp decreases in students’ exam performance and educational attainment. Using a difference-in-differences strategy to compare the outcomes of students from public and private schools over two decades, we show that the hiring reform decreased students’ performance on high school exit exams by 8 percent of a standard deviation, and reduced the likelihood that students enroll in and graduate from college by more than 10 percent. The results underscore that relying exclusively on specific ex ante measures of teacher quality to screen candidates, particularly at the expense of teacher experience, may unintentionally reduce students’ learning gains.

Right to Employment Protection of the Adjunct and Internal Full Time Contract Faculties in the Tribhuvan Univer

This study explores at the legal rules for recruitment part-time and full-time contract teachers at Tribhuvan University (T.U.) in Nepal. It focuses on how they are recruitment, selection, and how their rights are protected. The study uses legal documents like the T.U. Act and court cases from other countries to examine these issues. The findings show how T.U. uses part-time teachers, how it hires them, and how decisions made by the administration can affect them. The study also highlights international court cases to see what they say about following proper procedures, meeting contract obligations, and protecting the rights of teachers. Based on this, the study suggests ways to improve the situation, i.e., considering the needs of teachers, following labor laws, and having clear rules about academic freedom and job security. It also suggests making contracts clearer and giving teachers more rights, such as knowing more about their jobs and being able to bargain together as a group.

Evaluating the Regional Contracted Teachers Appointment Program at the Junior High School Level in Tambrauw Regency, Southwest Papua Province : Context of Education in Remote Areas

This study aims to assess the achievements and impacts of the program regarding the appointment of contract teachers at the junior high school (SMP) level in Tambrauw Regency, Southwest Papua Province. This research used an evaluation method with the Context, Input, Process, and Product (CIPP) Evaluation Model developed by Stufflebeam. Respondents consist of representatives from the Department of Education, School Principals, and Teachers. Data collection methods include interviews, observations, and document studies. The collected data are then analyzed qualitatively and presented verbally. The utilization of triangulation and qualitative analysis methods in this study enhances the credibility of the data and the validity of the resulting findings. The analysis results indicate that: Firstly, in terms of context, the implementation of this program still aligns with the existing needs. Secondly, in terms of input, the program can proceed due to the availability of adequate financial support and resources. Thirdly, during the implementation process, external interventions influence the achievement of program objectives. Lastly, in terms of product, this program successfully achieves its predetermined goals and positively impacts the improvement of educational quality. In conclusion, the program regarding the appointment of contract teachers in junior high schools in Tambrauw Regency has a significant impact on enhancing the quality of education. This assessment is crucial for refining and optimizing existing programs. This study provides a valuable contribution to the program evaluation literature, particularly in the context of education in remote areas.

English as a subtle technology of distraction in postcolonial contexts: undoing linguistic colonialism by linguistic coloniality

ABSTRACT This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term ‘English as a subtle technology of policy distraction’ in postcolonial spheres that were colonised by languages other than English. ‘English as a subtle technology of policy distraction’ is conceptualised and operationalised as a theoretical and analytical framework through which current issues in language planning and policy within postcolonial contexts where colonial languages such as French, Spanish, Russian and German, etc function as the first or second language are framed, justified, enacted, contested and critically examined. I unpack how the state, politicians, officials and stakeholders make use of the political instrumentalization of English to assign credibility to their discourses that overshadow the core issues and root causes of the crises in the Moroccan education sector such as contract teachers, lack of infrastructure, classroom crowdedness and successive unsuccessful reforms. Political instrumentalization enables scholars to deconstruct the process of gaining access to the political implications of a technical subject (language in education) and its intersection with wider social problems (coloniality, dependency, insufficient quality of education …) which previously had not been treated politically.

Analysis of Factors Affecting the Motivation of Honorary Teachers in Border Areas

This study aims to analyze the factors that influence motivation among honorary teachers in border areas. This study also analyzes what factors play the most important role in providing work encouragement to honorarium teachers. This research is a descriptive study using a qualitative approach. The data in this study were obtained through in-depth interviews with honorary teachers who have worked for three years. The data found were organized in files; the files were classified, codified, and converted into text form to be re-analyzed and presented. The results of the study found that the factors that influence motivation in honorary teachers are individual factors, leaders, the work environment, psicological, and future careers. The research shows that future career plans have the most influence on the work motivation of honorarium teachers at the border. It can be seen that all participants claimed to be motivated to continue working well because of the opportunity to become a contract teacher (PPPK) in public schools.

LEARNING LOSS: WHY IS COLLABORATION BETWEEN EDUCATORS AND PARENTS IMPORTANT?

The condition of learning loss has already occurred or been experienced by students in suburban or rural areas. While it cannot be denied that this phenomenon also occurs in urban areas, its frequency is not as high as in suburban and rural regions. This research is conducted in the form of an ex-post facto study, which means data collection is carried out after the event being studied has occurred. The subjects of this research involve 15 teachers, comprising 2 civil servants (PNS) and 13 contract teachers (honorer). Grade 5 has a total of 20 students with diverse abilities. The data collection methods used in this research include observation, interviews, questionnaires, and tests. The analytical technique applied in this study is based on the assumption of linearity using regression linearity testing. The research results indicate a significant influence between the roles of educators and parents in addressing learning loss, as indicated by significance values smaller than 0.05. Furthermore, the calculation results show that the combined influence of the variables of educators' and parents' roles is 0.879. The inactivity of educators and parents in the learning process can lead to learning loss, which in turn negatively impacts the quality of education. Therefore, effective communication, collaboration, cooperation, and coordination are necessary to ensure that the education process remains of high quality.

The Role of the Maluku Province Education Office in Meeting the Needs of Civics Subject Teachers

Civics subjects are also one of the important subjects that must be taught by teachers who have a Civic Education background, this is important because currently the younger generation has lost their sense of nationalism, in the midst of modernization and globalization of the times. Therefore, the role of not only the Principal is needed but the role of the region, one of which is regulated and managed by the region is the field of education, as in Law number 32 of 2004 concerning regional government article 14 paragraph 1 it is stated that the Implementation of Education is one of the mandatory affairs that is the authority of the Provincial Government and Regency / City government. And regulated in law number 14 of 2005 concerning Teachers and Lecturers, in article 24 paragraph 2 it is stated that the provincial government is obliged to meet the needs of teachers, both in number, academic qualifications, as well as in competence equally to ensure the continuity of secondary education and special education in accordance with their authority. The problem in this study is how the role of the Maluku provincial education office in meeting the needs of Civics subject teachers at SMA Negeri 16 Seram Barat, Manipa Islands District, West Seram Regency. The method used in this study is qualitative research method. The data collection technique that the author did consisted of two ways, namely observation and interview. The data analysis technique that the author used in this study is interactive data analysis. The results of the research obtained by the author are: The role of the education office in meeting teacher needs is by conducting recruitment of honor personnel or contract teachers and recruitment of CPNS and PPPK in accordance with the provisions of the Law.

Improving public school productivity: Evidence from model schools in India

This paper studies the impact of India’s “model” school program which aimed to provide high quality education to economically disadvantaged students. Model schools combine better infrastructure with more accountability, contract teachers, and lower per-pupil spending than regular public schools. Using a fuzzy Regression Discontinuity Design based on entrance exam cutoffs, I find attending a model school for five years increases test scores in math by 0.38 standard deviations, in science by 0.26 sd, and in social science by 0.26 sd on average. Furthermore, model schools increase the probability of joining pre-university by 11.5 percentage points. The results suggest it is possible to deliver substantial improvement of outcomes in public schools at a slightly lower level of school spending through a package of reforms.

Pemberdayaan Guru Bahasa Bali Jenjang SMA/SMK dalam Kebijakan Pemerintah Provinsi Bali

This study describes the policies of the Provincial Government of Bali regarding the empowerment of Balinese language teachers. This departs from the district or city government's policy on empowering Balinese language teachers by appointing local government contract teachers who only reach the elementary and secondary education levels, as explored through previous research in Denpasar. Meanwhile, the SMA/SMK education level is under the authority of the Provincial Government (Bali), which will become the locus and focus of this research as follow-up research. Concerning this background, this research aims to describe (1) the implementation and (2) the policy implications of the Provincial Government of Bali in empowering Balinese language teachers. This research is designed as policy research using qualitative descriptive construction. In this case, the research data is conceived as an ideological substance and structure as an empirical actualization of Denpasar City Government policies obtained through documentation studies, interviews, and questionnaires. Research data analysis was carried out through reduction, classification, and interpretation. The results of this study indicate that (1) the implementation of the Bali Provincial Government's policy regarding the empowerment of Balinese language teachers in the form of delegation, arrangement, and mapping of Balinese language teachers Meanwhile, (2) the implications of the Bali Provincial Government policy regarding the empowerment of Balinese language teachers are in the form of balancing, strengthening, and developing Balinese language teachers.

ANALISIS MOTIVASI KERJA GURU KONTRAK DI KOTA KUPANG

In essence, people work not only to maintain their survival but also aim to achieve a better standard of living. This study aimed to determine the effect of status PNS, salary, sense of security, appreciation, and self-actualization on the work motivation of contract teachers in Kupang City. The population in this study were contract teachers who taught in kindergarten, elementary, middle, high, and Vocational Schools in Kupang City (49 people). The data analysis technique used is multiple linear regression analysis (SPSS 17). The results of the t-test show that each independent variable, namely civil servant status, salary, sense of security, appreciation, and self-actualization needs, affects the work motivation of contract teachers in Kupang City. The calculated t values for each variable are civil servant status = 6,529, salary = 4,828, sense of security = 3,064, appreciation = 2,835, from self-actualization = 2,054 > t table = 2,00. Likewise, the results of the f-test show that all independent variables influence the work motivation of contract teachers. This can be seen from the value of Fcount = 26.577 > Ftable = 3.42 (sig 0.005).

PERENCANAAN STRATEGIS SISTEM INFORMASI DAN TEKNOLOGI INFORMASI UNTUK MENINGKATKAN DAYA SAING SEKOLAH PADA SMA ISLAM AL-FALAH JAMBI

According to data recorded at the end of the even semester of the 2019/2020 academic year, Al-Falah Jambi Islamic High School currently has 403 active students, 39 permanent foundation teachers, and 7 foundation contract teachers. With the increasing number of active students, which can be seen from the number of students at the beginning of its establishment, which amounted to 85 students, the services that must be provided and the academic atmosphere must remain conducive and maintained. Therefore, an information system strategic plan is needed that supports the school's business strategy and is aligned with the school's vision, mission, and goals to be able to advance Al-Falah Jambi Islamic High School and increase competitive advantage with other private SMA/SMK or with public SMA/SMK existing or future. The data collection technique that the writer used in this study was by means of interviews, observation, literature study, and documentation. The analytical methods used include the Value Chain Analysis, PEST Analysis, Porter's Five Forces, SWOT Analysis, Balanced Scorecard Analysis, the Critical Success Factor (CSF) Analysis, Gap Analysis, and McFarlan Strategic Grid Analysis. The targeted output of this research is to produce recommendations for an IS/IT strategic plan aimed at all parties, both the Principals, TU Heads, and ICT divisions, and can obtain future information system proposals and be mapped in development plans within a five-year period and mapped based on user units, namely HR, leadership, corporate secretary, treasurer, curriculum, inventory, and ICT, so that Al-Falah Jambi Islamic High School can increase competitive advantage with other private SMA/SMK or with existing or future public SMA/SMK

Precarity in the lives of contract teachers: A qualitative study from Odisha, India

School enrollment rates in developing countries have increased substantially over the past few decades. However, due largely to budget constraints, hiring contract teachers has become an ad hoc, yet a popular solution to teacher shortages in Asia, Africa, and Latin America. Studies concerning contract teachers have primarily focused on their performance, efficiency, and cost-effectiveness. In light of the literature on precarity associated with contractual employment, this article seeks to explore how contractual employment affects teachers in India. The study analyzes narrative data obtained through semistructured interviews with 17 contract teachers employed in government-run schools in Odisha, a state in eastern India. According to thematic analysis of the data, participants experience precarity in six dimensions: prioritisation of non-teaching work over teaching, financial hardships, sense of inferiority, anxiety about transfer, experiences of discrimination and desire for course correction. We argue that these six dimensions contribute to the demoralization and disempowerment of teachers. We also explore possible explanations for why Odisha continues to employ contract teachers despite criticism. It is recommended that policymakers be sensitized to the plight of contract teachers and reconsider the policy of contractual employment.

PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS ON CONTRACT TEACHING

The Turkish educational system employs teachers in a variety of positions with varying levels of privileges but also with some shared traits. This study aims to ascertain contract teachers' and school administrators' perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group interview technique, which favors the phenomenology approach, a qualitative research method, was employed in the study. 15 educators and 6 administrators who are employed in the Türkiye for the 2022–2023 school year make up the two separate study groups. Additionally, a semi-structured observation form was utilized in the research as a method for gathering data. In the data analysis, the content analysis technique was used to examine the information gleaned from the open-ended questions asked in the semi-structured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and the data gathered within the confines of each sub-problem was coded. These codes were then collected under the appropriate themes. It was concluded that the contract teaching had a negative impact on school administrators, contract teachers, and the educational process. Keywords: contract teachers, school administrators, teacher employment types

Commitment and resilience of public and private high school teachers in Yogyakarta

Teaching is one of the noble professions and has high complexity, requiring good resilience in school and class. The purpose of this study is to determine the relationship between the commitment and resilience of public and private high school teachers. This is quantitative research with 43 subjects (25 public high school teachers and 18 private high school teachers) in the city of Yogyakarta, obtained by incidental sampling technique. The preparation of the scales and the implementation of a valid and reliable scale trial were also carried out. There are 27 items on the resilience scale with a reliability value of .929 and a scale of teacher commitment behavior with 22 items reliability value of .873. The analysis technique used is Person Correlation and independent sample t-Test with SPSS program. The results showed that there was a positive relationship between commitment and resilience subjects with a correlation coefficient value of .737, with significance (p) 0.000. While the difference test shows that there is a differentiation in the resilience of teachers in private schools with public schools, with a significance of p .000. Although there are differences in resilience, the data description shows a high level of commitment and resilience of teachers above 75%, with 62% working period over 11 years, the subject's employment status is 44% as contract teachers, 40% ASN, and 16% permanent teachers. The researchers recommended conducting a teacher resilience knowledge, skills and attitude in designing a Teacher Resiliency Training Plan or Design.

The Dualisation of Teacher Labour Markets, Employment Trajectories and the State in France

In a context of growing dualisation of the workforce that in France takes the form of a ‘contractual dualism’, this article analyses the mechanisms supporting the resort to contract observed in the public teaching sector otherwise modelled on (statutory, long-term) civil service. It departs from analyses mainly focused on the institutional variations of dualism and their outputs, and contributes to the literature on labour market segmentations by adopting an analysis of workers’ experiences and professional trajectories. Findings reveal that contract teachers receive little support from the state to secure their careers and develop professionally, but nonetheless commit to their careers despite the differential in employment and work conditions, which they seemingly consider as acceptable comparatively with their previous work and employment conditions, and given their social origins and aspirations. Analyses thus bring forth new evidence of intersections between institutionalised forms of dualism, social reproduction and the employment trajectories of individuals.

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.

Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Mobile learning has generated high expectations in education and is being embraced as a powerful tool to enhance pedagogical interactions. This study aims to: (i) analyze the level of usage and acceptance of WhatsApp as a tool for online learning among teachers during the COVID-19 pandemic, based on age, gender, and employment status; (ii) explain the benefits of online learning that contract teachers have over those appointed in the use of WhatsApp; and (iii) identify the role of teachers and the necessary preparation required for effective use and management of WhatsApp in online learning. This study utilizes a mixed-methods approach, including a quantitative component consisting of an online questionnaire. Our findings indicate that WhatsApp is widely accepted and used among teachers for online learning, with contract teachers exhibiting a greater need for training compared to their appointed counterparts. In order to promote digital literacy in managing hybrid environments, instructional design models are necessary. The unidirectional nature of teacher intervention through WhatsApp also highlights the need to develop more collaborative and interactive teaching strategies.

Look No Farther: The Impact of Local Contract Teachers on Student Outcomes

Look No Farther: The Impact of Local Contract Teachers on Student Outcomes

Prevalence of stress, anxiety and depression in the context of climate change among newly recruited contract teachers in Morocco

Teaching has been identified as one of a highly stressful jobs. As known, this job is linked to development of neuropsychiatric. However, there is a little background about the assessment of these problems among Moroccan teachers. This study aims to measure the prevalence of stress, anxiety and depression among 150 newly recruited contractual primary teachers in KHEMISSET city using three international scales. The perceived stress scale (PSS) for stress, the hospital anxiety and depression scale (HADS) and The Mini International Neuropsychiatric Interview (MINI) for anxiety and depression. The results show that 95.9% of the teachers are stressed. In contrast, among these teachers newly recruited 94.9% and 72.4% do not suffer from depression and anxiety, respectively. Additionally, there was no significant difference in the stress, anxiety and depression scores between male and female teachers (p > 0.05). The prevalence of stress, anxiety, and depression among newly recruited contract teachers in Morocco, specifically in the context of climate change, can be influenced by various factors. In conclusion, this study suggest that teachers are more susceptible to stress, depression and anxiety and suitable steps should be taken to enhance the mental health of these teachers, thus guaranteeing good quality education.