Shortage Of Teachers Research Articles

Diversification of the educator workforce: toward communities of practice and integrated networks of care

Abstract Diversification of the Educator Workforce (DEW) is an urgent need requiring intervention to push against many deeply entrenched systemic barriers (Chapman, Anne. 2021. Opening doors: Strategies for advancing racial diversity in Wisconsin’s teacher workforce. Wisconsin Policy Forum. Available at: https://wispolicyforum.org/wp-content/uploads/2021/03/OpeningDoors_FullReport.pdf; James, Weade & Jacqueline Rodriguez. 2020. The use of networked improvement communities in educator preparation programs to improve teacher shortage and diversity. Success in High-Need Schools Journal 16(1). 10–22). This collaborative autoethnographic case study (see e.g., Chang Heewon, Ngunjiri Faith & Hernandez Kathy-Ann. 2016. Collaborative autoethnography. New York: Routledge) illustrates how a group of individuals across institutions collaborated to dismantle barriers to students who are Black, Indigenous, and People of Color (BIPOC) entering the educator workforce. More specifically, this study reveals how members embodied a collaborative and non-competitive approach to overcoming systemic barriers that BIPOC teacher candidates experience. Through this collaborative approach, the unique contributions of members were evident, and tenets of critical consciousness and feminist theory supported the development of an integrated network of care (Reyes, Ganiva. 2021. Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education 62(4). 471–485). This case study identifies positive impacts of communal support of DEW workers and illuminates invisibilized labor of professional stakeholders and BIPOC students.

O impacto da expansão da política federal de educação na adequação da formação docente no Brasil

The initial teacher training for basic education gained prominence on the Brazilian public agenda in the 2000s, leading to a series of public policies. One of these policies involved reserving 20 % of the seats in the newly created Federal Institutes for initial teacher training, in what were called undergraduate teaching courses. At the time, there was a growing shortage of teachers, both in quantitative terms (reflected in the lack of teachers) and qualitative terms (with many professionals in the classroom who did not have specific graduation in the subject they were teaching). This study specifically focuses on the Federal Institutes, with the aim of analyzing their impact on improving the educational indicator "teacher training adequacy," an instrument used by the Ministry of Education to monitor the progress of public policies designed to address issues related to teaching in basic education. Using a quantitative and descriptive correlational approach, the study uses three statistical databases from the Ministry of Education to explore the relationship between the availability of seats in teaching courses and the teacher training adequacy indicator. In the end, it confirms the hypothesis that the Federal Institutes contributed to raising the mentioned indicator: on average, the 336 Brazilian cities that have Federal Institutes showed a 5.2 % higher performance in teacher training adequacy when compared to cities without the presence of the institution.

From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case

ABSTRACT Drawing on official data, this article looks at the phenomenon of teacher shortage in Portugal and its implications for teacher education. It includes a quantitative analysis of needs of the system to renew the teaching workforce alongside aspects of mass teacher retirement and a decline in teaching candidates. Issues such as negative media portrayal, intensification of teachers’ work, and reactive policies to teacher recruitment and teacher education have contributed to the declining status of the teaching profession. The paper discusses the danger of adopting a ‘deficit discourse’ in teacher education along with the shift towards managerial professionalism, which could erode the quality and status of the profession. It is argued that there is a need to go beyond quick-fixes and emergency responses and to invest in a comprehensive, long-term strategy that balances both the quantitative and qualitative aspects of teacher recruitment and teacher education.

Tikking the Tok and Leading the Way: Teacherpreneurs Leading on TikTok

ABSTRACT Teacher shortages in the United States have increased the need for resources for teachers just learning to teach. The purpose of this study was to explore how teacherpreneurs, a type of teacher leader, are leading on TikTok. We grounded this study in the research on teacher leadership, including the five waves of teacher leadership and the most recent development of teacherpreneurship, as well as social media influencers. We qualitatively analyzed 300 videos from 30 different teacherpreneuers to determine the following themes: diverse narratives, entertainment, instructional resources, and advocacy. We describe implications for practice, including teacher preparation, as well as future research.

The Effectiveness of Interventions to Increase Employment in Education and Healthcare: A Systematic Literature Review

AbstractBoth the healthcare and education sector suffer from considerable staff shortages. In the healthcare sector, shortages are particularly prominent for nurses, while the education sector experiences significant teacher shortages. In this systematic literature review, we examine the effectiveness of interventions and policies to reduce staff shortages in healthcare and education in high-income countries. We focus our analysis on studies that apply research designs that allow for causal inference to inform policymakers about the effectiveness of interventions. In total, we include 85 studies that meet our inclusion criteria. Out of these studies, 71 studies focus on teachers and 14 on nurses, and 72 of the retrieved studies were conducted in the US. The majority of studies examine the impact of financial incentives and a large share of these studies report positive effects on teacher employment. Moreover, different types of interventions that invest in workers’ human capital show predominantly positive effects on employment. Interventions that equip nurses with skills to better cope with the stressors of their profession seem to be particularly effective. The same holds for policies that increase the scope of practice for nurses. Finally, effective school leaders are better capable of retaining (high-quality) teachers.

A Comparative Analysis of Teacher Education Pathways: United States vs. Vietnam

This report provides a comparative analysis of teacher education pathways in the United States and Vietnam, focusing on the diversity of options and requirements, advanced educational attainment of novice teachers, and their subject assignments. Both countries offer traditional undergraduate and postgraduate pathways, and the U.S. offers alternative pathways. Traditional programs in the U.S. typically involve a four-year undergraduate degree in education followed by certification, while alternative programs, such as Teach for America, allow prospective teachers to work full-time in classrooms while completing their education coursework. In Vietnam, teacher education often involves specialized training programs within universities that emphasize pedagogy and subject knowledge. Novice teachers in the U.S. frequently pursue advanced degrees within the first few years of teaching. In Vietnam, advanced education is less common among novice teachers, who instead focus on continuous professional development. Subject assignments in the U.S. are typically aligned with teachers' training and certification areas, but teacher shortages can lead to out-of-field teaching. In contrast, subject assignments in Vietnam are more rigid, with teachers usually teaching subjects they specialized in during their training. This report highlights the strengths and challenges of each system and thus contributes to the global discourse on teacher education, aiming to inform policy decisions and improve teacher preparation programs worldwide.

Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study

The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size.

Are There any Science Teachers Left or Missing? An Analysis of Pedagogy Graduates

Objective: The objective of this work is to determine the disciplines with a deficit and a surplus according to the field of specialization and work development of the teachers who graduated from the Pedagogy in Sciences degree at the Catholic University of Maule. Theoretical Framework: The decrease in enrollment in science pedagogy courses suggests a shortage of teachers in the area. In contrast, studies indicate a surplus of science teachers, implying a problem of employability in certain disciplines. Method: The research work was developed around the following questions related to the data of students admitted and graduated from the Pedagogy in Sciences career with a mention at the Catholic University of Maule, in a period of 20 years: How has Distributed the enrollment of the science pedagogy degree according to the selected specialty? How many of these graduates are active in the school system and in what areas do they work? What are the main causes that some science teachers are not performing as such? Results and Discussion: An asymmetric distribution is shown where the teacher trained to teach one discipline teaches others different from that one. It is possible to elucidate which scientific disciplines are more covered by specialist teachers and which show a deficit. Originality/Value: The results obtained from data over a time range of 20 years, which allow analysis of the real panorama of practicing science teachers in this area of ​​Chile.

Artificial Intelligence in Education, Bridging Community Gap: A Phenomenological Approach

Integrating Artificial Intelligence (AI) in education holds transformative potential for bridging community gaps, particularly in under-resourced and marginalized communities. This study explores the multifaceted ways AI technologies can enhance educational accessibility, quality, and equity, thereby fostering inclusive community development. The educational disparity between under-resourced and resourced communities in Nigeria is a pressing issue, primarily driven by unequal funding, insecurity, corruption, resource allocation, and teacher shortages. This gap affects academic performance and limits future opportunities for learners in the under-sourced communities. The study delves into AI-driven initiatives to reduce the digital divide, such as deploying AI-powered educational tools in underserved communities with limited access to quality education, which is imminent. By leveraging AI, this research underscores the potential to democratize education, offering tailored learning experiences that can adapt to students' diverse needs across different geographical locations in Nigeria. The study's core objective is to bridge the community gap via AI in education using a phenomenological approach. The qualitative study adopted a phenomenological approach. The population comprised all secondary school teachers in Nigeria. Fifteen public school teachers from under-resourced communities constituted the study's sample and drew purposively based on availability. The qualitative data were thematically evaluated, and three themes (i.e., learning assistance, quality education, and infrastructural deficiency) emerged from the research. This study's findings indicate that AI can provide learning assistance and improve quality education. While AI may potentially enhance learning experiences, stakeholders must quickly address the concerns about infrastructural deficiency, insecurity, corruption, and the impediment of social interaction in education. The study concluded that incorporating AI-based technology into under-resourced communities will bridge the community gap and enable all learners to compete favourably, regardless of where they reside.

Current states of STEM education in Kenya

STEM (Science, Technology, Engineering, and Mathematics) education is critical for fostering innovation and economic growth in developing countries like Kenya. However, it faces multiple challenges that hinder its effectiveness and reach. The aim of this article is to comprehensively examine the various obstacles that impede STEM education in Kenya, including gender disparity, insufficient infrastructure, and a significant shortage of qualified teachers. Additionally, it delves into socio-cultural factors that limit participation and provides practical recommendations for overcoming these challenges. The article also addresses issues such as outdated curricula and the lack of industry linkages, which reduce the relevance and efficiency of STEM education in Kenya. By incorporating evidence and citations from diverse sources such as research papers and expert interviews, this study reveals the depth and breadth of the difficulties Kenya faces in providing quality STEM education. The article underscores the urgent need for strategic interventions by the government, private sector, and local communities to enhance the quality, accessibility, and inclusiveness of STEM education in Kenya.

Negotiating discourses of special education teacher identity: preservice special education teachers’ identity (re)construction during practicum

ABSTRACT The shortage of special education teachers globally has created the need to understand how this group views itself, especially at the preservice stage. Understanding special education teachers’ identity construction could assist in providing teacher education that attracts and retains more special education teachers. However, little attention has been paid to preservice special education teachers’ (PSETs) identity formation. Utilising Gee’s discursive approach to identity within an interpretive qualitive paradigm, this multiple case study collected rich data via semi-structured individual interviews and weekly reflective writing from 10 PSETs in China over four months of school-based practicum. Analysis of data showed that the participants (re)constructed the Discourse of being special education teachers in and through enacting the four sub-Discourses of advocate, teacher, professional and learner. Drawing on the findings, it is argued that PSETs’ identity (re)construction during practicum involved continuous negotiation between their practicum experiences, their own personal discourses and dominant social discourses about special education teachers. Implications for policy and practice are discussed regarding improving specialist teacher preparation programmes and raising special education teachers’ social status.

Leading sustainable school improvement: a meta-synthesis of qualitative research on problems and challenges faced by school leaders

IntroductionDeveloping broader insights into the problems or challenges faced by school leaders resulting from various factors both within and out of school is a crucial attempt to provide solutions on scientific grounds and to ensure the sustainability of schools.MethodsThis study aims to contribute to both the theory and practice of sustainable school administration through conducting the meta-synthesis of prior qualitative studies on the problems and challenges faced by school leaders. Data were collected from several databases indexing educational research, and the analysis was conducted using data from 24 studies presenting the perspectives of a total of 614 participants.ResultsThe results showed that school leaders had significant problems particularly with insufficient funds and budgets, shortage of school staff, insufficient or unwilling teachers, an abundance of responsibilities with limited authority, maintenance of school buildings, and tackling excessive and fast-changing legislations. Lack of inspectors’ expertise and their being closed to novel ideas, principal assignments not based on merit, insufficient communication and collaboration among teachers, and pressures from the superiors or unions were also listed among the other serious problems and challenges.DiscussionThese findings suggest putting more effort into improving human resources, school budgets, curriculum and instruction, parental involvement, mechanisms to tackle student problematic behavior, ensuring the professional quality of teachers, school leaders, and inspectors as well as providing school leaders with the necessary support while expecting them to realize an abundance of responsibilities. The challenges caused by bureaucratic pressures, political press, and union discord should also be crucially considered by the higher authorities if school leaders are expected to contribute to the sustainable improvement of schools.

Evaluating Teaching Practice in Kenya: Successes and Failures

Although there have been significant reforms, Kenya's education system still faces many obstacles. Inadequate funding, an ongoing teacher shortage, and opposition to educational reform are substantial problems that impede the achievement of academic objectives and student results. This study thoroughly analyses Kenya's educational landscape, considering professional development, CBC implementation, technology integration, teacher preparation, and assessment techniques. The study provides a nuanced analysis of Kenya's educational landscape by identifying successes and challenges within these domains. The study adopts a qualitative approach, including a thematic analysis of qualitative data, secondary data analysis, and a literature review. Government reports scholarly works and international evaluations are examples of secondary data sources that offer a solid basis for the study. The results indicate that professional development initiatives have significantly improved teacher competencies and instructional practices. The CBC has received positive feedback for integrating practical skills and critical thinking into the curriculum. Technology integration has improved student engagement and interactive learning, as demonstrated by programmes such as the Digital Literacy Programme. Still, there are enduring difficulties. Effective teaching is hampered by a lack of resources, made worse by a shortage of teachers and unequal access to technology, especially in rural areas. Educator resistance to implementing new curricula and methods makes reform initiatives even more challenging. Kenya's education system still faces significant obstacles that must be overcome to improve instructional strategies. Sustained improvement requires addressing teacher shortages, improving resource allocation, and overcoming resistance to change. These efforts are crucial to ensure equitable access to quality education and prepare students for future difficulties. The study recommends increasing funding and equitable distribution of resources to enhance infrastructure and teaching materials; implementing strategies to recruit and retain qualified teachers, providing ongoing professional development; expanding access to technology and providing comprehensive training for educators to maximize its educational benefits; fostering a culture of innovation through awareness programs, incentives for educators, and collaborative policymaking. This article intends to add to the continuing discourse on educational reform in Kenya, presenting insights and ideas to guide policy decisions and create positive change in the education sector

Career change teacher: exploring perceptions from 23 Australian teacher educators

ABSTRACT Career change teachers (CCTs) are heralded in international education policies as key to addressing teacher shortages and increasing quality and diversity in the profession. Using a qualitative approach inspired by Ball’s discursive facet of policy enactment, interview responses from 23 Australian teacher educators were examined. The aim was to determine how these teacher educators spoke and thought about CCTs as well as how they discursively positioned this cohort in the profession. Findings revealed teacher educators described CCTs in multiple ways and discursively positioned them as complex. While the policies may be well intended, the authors point to three possible “perverse effects” of CCTs as a policy solution to teacher shortages: (1) the attrition rather than the retention of CCTs; (2) the valorising of personal and professional qualities over quality teachers and teaching; and (3) the further homogenisation rather than diversification of the teaching profession. Recommendations are suggested for mitigating these possible effects.

PDK CONNECTION: Strategic planning and the future of PDK membership

In this month’s PDK Connection, CEO James F. Lane announces the association’s new vision (to eliminate the teacher shortage by reimagining educator pathways) and new mission (to inspire and grow current and rising educators to become community leaders and advocates for high quality education). Lane also shares information about a new member benefit and a new Kappan publication schedule. PDK members now have access to the Teaching Channel video library, while print editions of Kappan will be delivered to members four times a year (March, May, September, and December).

INNOVATIVE EDUCATIONAL TECHNOLOGIES FOR AFRICA

Africa faces considerable challenges in providing quality education to all citizens, a situation worsened by the digital divide, which limits access to modern learning tools. Many communities, especially in rural areas, lack adequate infrastructure, such as internet connectivity and electricity, preventing equitable access to educational resources. Additionally, underfunded schools, a shortage of trained teachers, and socio-economic disparities further undermine efforts to deliver effective education. However, the rise of educational technology (EdTech) offers a promising solution. Digital platforms, mobile learning tools, and low-cost educational devices can transform how education is accessed, delivered, and experienced across the continent. These technologies enable remote learning and provide opportunities for personalized education, overcoming traditional barriers like inadequate classrooms and physical materials. This paper explores how innovative EdTech solutions are helping to bridge the digital divide in Africa. Successful case studies, such as mobile learning programs and internet-enabled schools, illustrate how technology can enhance educational outcomes in underserved areas. However, widespread adoption of these solutions faces several barriers, including lack of infrastructure, high costs, and limited digital literacy. To overcome these obstacles, the paper proposes strategies such as improving digital infrastructure, fostering public-private partnerships, and integrating technology into education policies. By leveraging technology for education, African countries can promote sustainable development and achieve inclusive growth, ensuring all citizens benefit from the digital revolution in learning. This approach is crucial for preparing Africa’s youth for a globalized economy and future challenges.

Using the Picture Exchange Communication System with Children with ASD: Educational Professionals' Experience and Perspectives

Educational professionals (EPs) are expected to be knowledgeable about the use of the Picture Exchange Communication System (PECS). This study aims to explain the perspectives and experiences of EPs regarding their familiarity with and understanding of PECS, as well as the barriers to successful PECS usage. This study uses a qualitative descriptive approach to investigate PECS usage in Saudi governmental educational institutions serving children with autism spectrum disorders (ASD). In-person semi-structured interviews were conducted with 11 EPs. The inductive thematic analysis of the interview extracts reveals that EPs have limited knowledge of PECS, a lack of understanding of its implementation procedures, and insufficient training. Barriers to the successful implementation of PECS were also revealed, including a shortage of assistant teachers, low parental awareness, and limited parental collaboration. EPs expressed negativity regarding the availability of PECS tools and highlighted a need for resources. The findings suggest that there are areas for improvement in terms of PECS practices in schools and identify several barriers—organization-related, school-related, family-related, and child-related—that should be taken into consideration when implementing PECS with children with ASD. Based on the qualitative results, this study provides suggestions for further research as well as implications for practice. Barriers to the use and implementation of PECS are identified. The results will be helpful for schools regarding the provision of the necessary tools and training for PECS application as well as for policy makers who need to consider employing assistant teachers to assist EPs with the development and implementation of PECS.

Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying

ABSTRACT The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting student teachers’ job and study satisfaction and general well-being. Results from SEM (N = 296) indicated that student teachers’ well-being and satisfaction is significantly impaired by perceived overload, time pressure, and exhaustion resulting from the combination of both job and study contexts. In contrast, the findings showed that psychological health is promoted by resources (i.e. social support, task relevance, and task clarity) and perceived engagement (cumulatively) in both contexts. Moreover, further analyses confirmed buffering effects (but not boosting effects), as postulated in the job demands-resources model.

Music teacher licensure in the United States: a policy analysis

The purpose of this study was to construct a comprehensive, national profile of music teacher licensure practices. Our objectives in this research were a) to construct a descriptive, national profile of legislative policy about music teacher licensure, b) to identify licensure parameters required of music teacher candidates, and c) to identify points of convergence or divergence across state-level written policies. Teacher licensure is one of many policy-related topics that necessitate consistently updated, descriptive research to establish an understanding of current practice. In addition, the current national teacher shortage calls for an in-depth exploration of potential pipeline barriers or inequities. We therefore conducted a retrospective, or ex post policy analysis, which involves the distillation and transmission of information and policies after they have been implemented. Within this retrospective policy analysis, we adopted a problem-finding perspective (Dunn, 2012). That is, we sought not only to describe music teacher licensure policy but to identify and explain elements that may contribute to problems with inconsistency or inequity. State-level music teacher licensure policy existed predominately in the form of statute or code, with most states offering a holistic, rather than leveled or tracked music teacher certification. Most states required two or more written examinations of content knowledge or pedagogy. Under one-half of states required a portfolio assessment of teacher performance. The notion of certification reciprocity presented multiple points of convergence and divergence in policy across states.

Building teacher knowledge and identity– career changers´ transition into teaching through a short teacher education programme

ABSTRACT High-quality teacher education plays a crucial role in the development of successful educational systems around the world. However, educational systems face challenges in relation to attracting and retaining excellent teachers. To meet teacher shortage, the Swedish government introduced alternative programmes that are more flexible than traditional teacher education. This paper aims to analyse a one-year governmental teacher education initiative and provide deeper insight into career changing student teachers´ as well as newly graduated teachers´ transition into the teacher profession. Research questions asked were which students choose to become teachers, why individuals from other professional backgrounds choose to change career and become a teacher, and what aspects student teachers emphasise as crucial for developing their professional identity as teachers of their particular subject content. As such, the results might give implications for the way student teachers are recruited to teacher education programmes and how newly graduated teachers can develop professionally.