Teacher Salaries Research Articles

Teachers' Work Motivation and Psychological Well-being on the Existence of ABASTEN Kindergarten Through BERSERI Programme

The development of education’s area is inseparable from efforts to face the challenges that exist. Aisyiyah Bustanul Athfal Kindergarten (TK ABASTEN) 10 Sumberpucung is one of the schools managed by the Aisyiyah association with the vision of providing quality preschool education to prepare children with good personality, noble character, academic foundation, and active and creative spirit. This seems ironic given the fact that ABASTEN Kindergarten is located in a localized area. Another obstacle is the school’s low financial capacity which results in minimal teacher salaries. Despite these limitations, ABASTEN Kindergarten has improved its quality and increased the number of students each year. This is certainly very much related to the work motivation and psychological well-being of the teachers. The purpose of this study is to find out the innovations made by the school so that it can increase the work motivation and psychological well-being of teachers at ABASTEN Kindergarten. The research method used was qualitative using a semi-structured interview model with data analysis using interview results and literature studies. The research subjects were seven teachers with active status at ABASTEN Kindergarten. The result of this study is the promotion of the BERSERI (Sharing Every Day) programme as one of the innovations carried out by the school is to increase work motivation and strengthen the psychological well-being of teachers. Keywords: kindergarten teacher, work motivation, psychological well-being

Education system resilience in the face of inflationary pressures

This paper examines the detrimental impact of rapid inflation on the quality of private education in developing countries. By focusing on the financial challenges faced by private schools, the study highlights the tension between education policy and economic realities. While private schools often attract parents with smaller class sizes and specialized programs, the core motivation lies in investing in children’s future through quality education. However, this study demonstrates how inflation can cripple this sector. The case of Turkey exemplifies this challenge. Post-pandemic inflation created a financial stranglehold on private schools, as rising costs made it difficult to adjust teacher salaries. This, in turn, led to teacher demotivation and a mass exodus, ultimately compromising educational quality. Furthermore, government interventions aimed at protecting parents from high tuition fees, through limitations on fee increases, inadvertently sacrificed the very quality they sought to safeguard. The paper concludes by advocating for alternative policy approaches that prioritize direct support for education system during economic downturns. Such measures are crucial for ensuring a strong and resilient education system that benefits all stakeholders, including parents, students, and the nation as a whole.

О некоторых проблемах регулирования оплаты и стимулирования труда преподавателей вузов в России на федеральном уровне

The article examines the features of the legal regulation of remuneration and labor incentives for university teachers at the federal level. The subject of the research, the results of which are presented in this article, are the features of the legal regulation of remuneration and incentives for the work of university teachers at the federal level. The purpose of the study is to consider possible ways to increase wages and incentive payments for university teachers at the federal level. As research methods, the author included methods such as legal analysis of the existing legal regulation of the activities of a university teacher, as well as the method of situational modeling of the legal regulation of the activities of a university teacher. During the study, it was found that, unfortunately, the current Russian legislation at the federal level does not contain effective incentives for university teachers: the salary of a university teacher practically does not depend on the results of his scientific and educational achievements, bonuses for an academic degree and academic title have been removed, there is no budget doctoral studies, and extended paid leave for teachers is often not fully realized due to the need for additional income for teachers. Ways have been proposed to improve the legal regulation of the activities of university teachers, aimed at stimulating the activities of university teachers at the federal level, including the return to Russian legislation of additional payments for an academic degree and academic title in the amount of at least 40% of their salary, the need for regular payment of bonuses for scientific work , the return of budget-funded doctoral studies, and an increase in the salaries of university teachers based on a single salary scale.

Partisipasi Masyarakat dalam Pelaksanaan Kebijakan Pembinaan Rumah Tahfiz di Nagari Parambahan Kabupaten Tanah Datar

This study aims to explain community participation in the implementation of the tahfiz house development policy in Nagari Parambahan and explain the factors that affect community participation in the implementation of the tahfiz house development policy in Nagari Parambahan. This study uses a qualitative descriptive approach. Data collection was carried out through observation, interviews, and documentation studies. The informants consisted of the local government as the coach of the tahfiz house, the guardian of the Parambahan nagari, the manager of the tahfiz house, and the community as participants who were selected using purposive sampling. The validity of the data in this study uses source triangulation techniques and method triangulation. Data analysis using interactive models. The results of the study show that community participation in the implementation of the tahfiz house development policy in Nagari Parambahan, is still relatively low. In the form of material participation, participation is given by allowing the use of private houses owned by the community for tahfiz activities, but the house is not able to accommodate all students in the tahfiz house. In the form of physical participation, the participation given by becoming a volunteer teacher at the tahfiz house but the number of teachers who teach is not balanced compared to the number of students. The participation given by becoming a donor of the tahfiz house who routinely contributes funds to pay the salaries of teachers at the tahfiz house even though the funds collected are often insufficient

TEACHERS’ SILENT SCREAM: QUIET QUITTING

The aim of the study is first to discover if quiet quitting act exists among teachers at schools, and then, if there are teachers who are a part of this movement, to disclose the indications of quiet quitting act and the reasons that push them to quiet quit. The study was designed in accordance with the qualitative phenomenology pattern and carried out with 8 teachers selected by the snowball sampling method, which is one of the purposive sampling methods. Semi-structured face-to-face interviews were conducted to collect data and the data was analyzed by content analysis technique. In the light of the analysis, “indications of quiet quitting among teachers” and “reasons for quiet quitting among teachers” themes emerged. The result of the study reveals that teachers are part of the quiet quitting act. Teachers’ ending their psychological contract, organizational commitment and belonging are internal indications, while holding back on duties that are outside the job description, not taking on new duties, and not taking responsibility for duties requiring them to spend overtime or outside working hours are external symptoms. As for the reasons, teachers quiet quit because the meaning they attach to their profession is deteriorated and their efforts are rendered worthless because of the financial challenges they experience. Moreover, due to the precarization they experience stemming from the paid teaching practice and the loss of prestige in the society, teachers quiet quit. Finally, the pandemic is among the reasons that lead teachers to quiet quit due to the loss of motivation it causes and the visibility of work-life imbalance. Accordingly, it is recommended to make the precarization process of the teaching profession visible, to abolish the practice of paid teaching, and to regulate teacher salaries below the poverty line.

Application Analysis Theory of Planned Behavior against the Interest of Becoming a Teacher in the Remote Area of Tojo Una-Una Indonesia

Many people consider Working as a teacher trivial because the teacher's salary is not commensurate with their services. Even so, there are still quite a lot of people who are interested in becoming teachers. This is motivated by the person's intention or interest to serve the wider community and utilize the knowledge they have. This research aims to explain the analysis of applying the theory of planned behaviour to the interest of becoming a teacher. This research contributes to knowledge in academic matters and as a basis for decision-making for high schools in the remote area of Tojo Una-Una, Republic of Indonesia. The population of this study was honorary teachers at high schools in the remote area of Tojo Una-Una, Republic of Indonesia, with a total of 100 people, all of whom were respondents. The data analysis tool used is multiple linear regression. The research results show that simultaneously and partially, the theory of planned behaviour influences interest in becoming a teacher. Partially subjective norms (X2) is the variable that has the dominant influence on interest in becoming a teacher, with a beta value of 0.492, and the variable that occupies the second position is attitude (X1), with a beta value of 0.394. The third position is perceived behavioural control (X3), with a beta value -0.200.

The Role of Salary on Teacher Performance in Secondary School

Objectives: The primary objective of this review paper is to examine the impact of salary on teacher performance in secondary schools. Methodology: The research utilizes an in-depth analysis of existing literature to examine how teacher salaries impact their performance. It examines data from multiple sources to investigate the trends and results related to teacher pay in different educational settings. Results: The results show a clear connection between fair teacher wages and enhanced performance. Educators who are fairly paid are more inspired, content, and dedicated to their duties, leading to superior educational results for students. In contrast, inadequate salaries lead to a significant turnover of teachers, especially in rural and less developed areas, which worsens educational inequalities. Conclusion: The research indicates that teacher salaries play a crucial role in guaranteeing a high standard of education. Proper payment not only boosts the performance of teachers but also helps maintain the stability and efficiency of the education system. Recommendations: It is recommended that educational policymakers prioritize competitive salary structures for teachers to enhance their performance and retention. Additionally, further empirical research should be conducted to explore the nuanced impacts of teacher pay on educational outcomes across different contexts.

Arkansas

This article examines changes in educational funding for fiscal year 2023 in the state of Arkansas in the United States. In 2023 the state was ranked 47th in education attainment, 37th in per- pupil spending for public K-12 schools and had the 5th highest poverty rate in the United States. The state legislature passed a minimum starting teacher salary of $50,000 for the 2023–2024 school year, up from $34,900. The legislation also provided an increase of $2,000 to teachers who were already making $50,000 or more. This increase in teacher salaries is estimated to cost the state $180 million each year. The legislature also increased the foundation funding amount per pupil by $205 and increased most categorical funds by roughly two percent. Arkansas uses a productivity funding model as its method of funding higher education but only increased higher education funding by 1.5%. The Arkansas LEARNS Act created a voucher system whereby any student who is eligible to enroll in a public school can receive funding to attend a private school or be homeschooled. This system will be fully implemented in three years enabling any student to be eligible for funds. The state spends approximately 31% of its budget on P-12 education and 15% on higher education.

Identifying Teacher Salary Spiking and Assessing the Impact of Pensionable Compensation Reforms in Illinois

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.

Utah

Many changes to education were made this past year in the state of Utah. Priorities involved early literacy programs, increasing teacher salaries, increasing opportunities for school choice, and the elimination of school grades. Higher education is set to undergo a major reconstruction this upcoming year. FY2024 is set for a 10.18% increase to the Minimum School Program (MSP), which is the primary funding source for public school districts and charter schools.

INFLUENCE OF TEACHERS MOTIVATION ON STUDENTS DISCIPLINE IN PUBLIC BOARDING SECONDARY SCHOOLS IN RWANDA, A CASE OF RULINDO DISTRICT

This research investigated the effect of motivation of teachers on students discipline within public boarding secondary schools. The study utilized descriptive research design and correlation design with a mixed approach. The study included a total population of 145 individuals, consisting of 8 administrative staff members, 4 representatives from the parent s committee, and 133 teaching staff from public boarding secondary schools in Rulindo district, the researcher determined the sample size of 107 respondents using Yamane formula. The results indicate 88.8% strongly agreed that Teachers are provided with support to attend in service courses, seminars and workshops, 87.8% strongly agreed that Equitable methods and procedures are employed in the promotion of teachers, 79.6% strongly agreed that Opportunities and incentives or additional studies are extended through offers, 61.2% strongly agreed that The society acknowledge the importance of teacher, 84.7% strongly agreed that Teacher salaries are proportionate to their workload. Study indicates that 58.8 % of strongly agreed that Improved punctuality Indicate of students discipline, and 76.5 % of strongly agreed that Team player Indicate of students discipline, 73.5 % of strongly agreed that Respectful behaviour Indicate of students discipline, and 77.9% of strongly agreed that Students Cleanliness Indicate of students discipline61.8 % of strongly agreed that Consistence attendance Indicate of students discipline and 58.8% of strongly agreed that Adherence to school rules & guidelines Indicate of students discipline. Results revealed that Teachers Motivation Factors Have a Positive Significance with Student s Discipline since the p-value are less than 0.05, underscored a positive relationship between teachers ‗motivation and students discipline. The study recommends that school administrators should improve teacher incentive strategies if they want to see the improved performance that comes from having disciplined students. Head teachers should work to develop new teacher motivational tactics and even bolster those that already exist in order to establish discipline among the students and improve performance. The government through the Ministry of education should certify that teachers are given better compensation for them to convey excellently. In addition, the government and management ought to support paid study leave for educators so they can advance their qualifications, expertise, and abilities and ultimately provide high-quality education.

The Making of Social Democracy: the Economic and Electoral Consequences of Norway’s 1936 Folk School Reform

Abstract Upon assuming power for the first time in 1935, the Norwegian Labour Party delivered on its promise for a major schooling reform. The reform raised minimum instruction time in less-developed rural areas and boosted the resources available to rural schools, reducing class size, and raising teacher salaries. We show that cohorts more intensively affected by the reform increased their education and experienced higher labor income. Our main result is that the schooling reform also boosted support for the Norwegian Labour Party in subsequent elections. This additional support persisted for several decades and was pivotal in maintaining support for the social democratic coalition in Norway. These results are not driven by the direct impact of education and are not explained by higher turnout, or greater attention or resources from the Labour Party targeted toward the municipalities most affected by the reform. Rather, our evidence suggests that cohorts that benefited from the schooling reform, and their parents, rewarded the party for delivering a major reform that was beneficial to them.

Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic

PurposeThis study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers’ decision to leave the teaching profession, either temporarily or permanently. It also examines the differences between teachers at the beginning and end of their professional careers.Design/methodology/approachThis study presents a secondary analysis of the data collected in a survey of 1,230 Czech secondary school teachers implemented in 2021 in the same schools as the TALIS survey in 2018. The longitudinal design makes it possible to observe the impact of school variables on teachers’ willingness to remain in the profession. Data are analysed through logistic regression.FindingsThe analysis shows the importance of sufficient financial evaluation, the composition of the student body, instructional leadership, and school innovativeness for the retention of teachers in the profession. The analysis further shows that the factors causing teachers to leave the profession differ for those at the beginning and at the end of their teaching careers.Research limitations/implicationsThe limitations of the study lie in the fact that this is a secondary analysis. The questionnaires were not designed in accordance with the aim of our study, and so the variables were constructed from existing data to best fit our chosen framework.Practical implicationsThe results of our analysis indicate that the Czech education policy should focus not only on general increases in teachers’ salaries, but also on the adjustment of increases over the course of a teacher’s career. The starting salary may be important for retaining young teachers in the profession, while at later stages in their careers their decision to stay may be more influenced by other factors. Our research also showed the importance of leadership. In schools where the principal supports his or her teachers and takes care of their professional development, teachers have a greater tendency to stay in the profession than in schools where the management does not perform this function.Originality/valueThe study enriched international knowledge about factors affecting teachers' retention in the profession with findings from the Czech educational system characterized by high school autonomy and low teacher salaries.

Analysis and Implementation of University Teacher Salary Prediction Based on Decision Tree Regression Model

This study is based on the decision tree regression model, utilizing the Python programming language and third-party libraries such as Scikit-learn, to mine and analyze data of university teachers over the past five years. A decision tree regression model is constructed, enabling the prediction and analysis of university teacher salaries. This achievement provides university administrators with a more scientific, objective, and efficient decision-making reference, aiding in the construction of a more scientific and systematic budget management system for universities.

Research on the Current Situation and Improvement of Teacher Salary Management in Private Universities in China

The new era, new ideas, new opportunities, in the rapid development of the era of Internet technology, education of our country social and economic sustainable rapid development plays a key role, vigorously support higher education, private colleges in China seize the opportunity of high-speed development, become an important force in the cause of higher education in China, for China's social and economic development has trained many high-quality talents. In recent years, the competition between colleges and universities is increasingly intensified, which makes having excellent teachers and teaching management talents become an important factor for many colleges and universities to enhance their competitiveness. For them, how to enhance the attraction and cohesion of colleges and universities to excellent teachers, in order to attract, retain and motivate talents. Promoting the stability of teaching and management personnel has become an important measure for the sustainable development of universities in the future. Especially for private colleges and universities, after the reform and opening up, private colleges and universities have gradually developed, and the problem of teacher salary management is becoming increasingly important. Under this development background, many problems appear in the teacher salary management of private colleges and universities in China, which affects the stability of the teaching staff and reduces the comprehensive competitiveness of private colleges and universities.

Understanding the Complexities of Student Learning Progress in Texas: A Study of COVID-19 and Rural vs. Non-Rural Districts.

In this study, we investigate the impact of COVID-19 on academic achievement in Texas public schools. Demographic and Grade 5 STAAR test data were collected from 1155 public school districts for 2018-2019 and 2020-2021. Multiple regression was adopted to analyze the differences between rural and non-rural districts, as well as the impact of demographic characteristics on students' achievement. The results reveal significant differences in demographic characteristics between the two academic years, with non-rural districts exhibiting a greater decline in academic achievement than rural districts. Additionally, the findings suggest that higher teacher salaries correlate with better academic performance across various subjects and that English learners require additional support to acquire content knowledge and skills. We further confirm that the COVID-19 pandemic has disrupted the academic learning experience of Texas students, with rural districts displaying more resilience than non-rural districts.

Analysis on the Equity Between Private Schools and Public Schools in China: An Equity-Focused Educator Interview

In recent years, the emergence of private schools in China has caused a series of problems related to educational equity. Against this background, the author had an interview with Principal Chen, a famous educator in Ganzhou, Jiangxi, China. He is one of a few principals in Ganzhou who have both teaching and management experience. The interview aims to find what the biggest educational problem is in Principal Chen's educational career. In conclusion, this paper holds that the Chinese government should supervise and standardize the reward and punishment rather than deprive the school of its reward and punishment rights. At the same time, the government should raise the salary of teachers in the basic education stage and guarantee that their salaries are not lower than the income level of local civil servants, thereby making teachers get rid of the pressure of survival and devote themselves better to education. Finally, this paper emphasizes the important role of leadership in promoting educational equity.

Some Remarks on the Report “Science and Higher Education vs. GDP” Prepared at the Initiative of the Conference of Rectors of Polish Economic Universities: An Analysis of the Convergence Processes in Selected Central and Eastern European Countries

Objectives: This paper summarises the findings of a report by Acedański et al. (2023) that focuses on the relationship between science and economic growth. The report was commissioned by the Conference of Rectors of Economic Universities (KRUE) and prepared by researchers from five public economic universities in Poland. The authors of the report and the KRUE aim to share their message with a wide audience that includes policymakers, academic experts, and students. Additionally, the article analyses the impact of research and higher education spending on convergence processes in Central and Eastern European countries. Research Design & Methods: The study examined different indicators, including government expenditure on basic research, higher education, and research and development. We utilised SURE models and observed that there was notable diversity in the convergence processes among the analysed countries. Additionally, we found a correlation between research spending and the rate of catching up. However, it is important to note that this relationship is not universal and varies across countries, even those within the same region. Findings: Acedański et al. (2023) report quantifies the relationship between science, higher education, GDP, and economic development in Poland. The report states that science and higher education sectors positively impact local economies, and individuals with higher education contribute the most to human capital resources in the economy, leading to GDP growth. However, Poland has a funding gap in research and science compared to highly developed countries as well as many Central and Eastern European countries. The report suggests that investment in a country’s education and higher education system is essential for generating developmental impulses and supporting its economy. Implications / Recommendations: The impact of scientific activity depends heavily on funding, especially through higher education institutions. In Poland, the salaries of academic teachers have decreased compared to other professions, and their position in the wage distribution is the worst it has been in the past two decades. Investing in a country’s education and higher education system is essential to support the economy. Acedański et al. (2023) suggest that a 0.1 percentage point increase in research and development expenditure, as a percentage of GDP, can lead to a 0.8 to 1.3 percentage point increase in GDP growth. However, the conclusion was based on panel data from EU countries, and the impact of scientific research on GDP may differ when analysing Central and Eastern European (CEE) countries. In this paper, we also present an extended analysis of the impact of science and education on economic growth through the lens of convergence processes. We show that the relationship above is not straightforward and represents substantial variability across countries, even those of the same region. Contribution / Value Added: Firstly, the report by Acedański et al. (2023) emphasises the importance of the science and higher education sector for economic growth. Their empirical research helps quantify the relationship between science, higher education, GDP, and economic development, offering a deeper understanding of this connection. The report complements previously published analyses and research on the topic. Secondly, our regional research shows that the convergence processes vary greatly among the analysed countries. The inclusion of spending on science, research, or higher education in the convergence equations has a varied impact on the assessment of the pace of the catching-up processes in the CEE region.

The effect of school grants on test scores: experimental evidence from Mexico

AbstractWe use a randomized experiment (across 200 public primary schools in Puebla, Mexico) to study the impact of providing schools with cash grants on student test scores. Treated schools received on average 16 USD per student each year for two years, an increase of 20% in public spending per child, after teacher salaries. Overall, the grants had no impact on student test scores. Lack of a treatment effect does not seem to be driven by poor implementation or a substitution away from other inputs (e.g. household expenditure).

Teacher Salaries and Racial Inequality in Educational Attainment in the Midcentury South

Teacher Salaries and Racial Inequality in Educational Attainment in the Midcentury South