Teacher Salaries Research Articles

Secondary Education in Sudan Between Vision and Implementation: The Possibility of Sudan Benefits from Malaysian Experience

Education plays a pivotal role in the progress of any nation. The research aims to investigate the vision of secondary education, its implementation between Sudan and Malaysia and how Sudan benefits from the Malaysian experience. The research problem addressed the challenges and obstacles that face the implementation of educational vision. These challenges are a lack of finance, poor educational technologies, and a shortage of technical and administrative staff. The methods of data collection involved library research, government and non-government reports. The technique of analysis used was in-depth descriptive analysis. Descriptive data related to the study were analysed using percentages. The study discovered that 1) it is necessary to connect educational vision, finance and implementation; 2) there should be a connection between education and development in Sudan and a separation of party policies from education; 3) the establishment of an educational strategy in Sudan that includes national identity; 4) raise the salary of school teachers and give them financial and moral motivation to keep their social status; 5) increase the annual budget for education, 6) investment in education to nurture today’s students and tomorrow's leaders through training for Sudan to benefit from Malaysian experiences.

Pengelolaan Penggajian Guru di SMAN 12 Surabaya

Good quality education can be seen from several factors, one of which is teacher motivation in carrying out teaching at school. With good motivation, a teacher can do his job well too. The way to increase a teacher's motivation is good payroll management. Effective payroll management is critical to maintaining teacher satisfaction and motivation. This article aims to find out how SMAN12 Surabaya manages salaries for civil servant and non civil servant teachers, where these salaries can influence teacher motivation in carrying out their duties and responsibilities. Using qualitative methods and collecting data using interview, observation and documentation techniques. The research results show that at SMAN 12 Surabaya there are differences in salary management for PNS and non-PNS teaching staff, but salary management at SMAN 12 Surabaya can also influence teacher motivation to carry out their duties and responsibilities as a teacher to improve the quality of education.

Poll Points: Public perceptions of teacher working conditions

Most Americans express compassion for public school teachers. About three-quarters say they are undervalued in society, 66% say teacher salaries in their community are too low, and 58% think teachers in their area are overworked.

Teacher salaries, a policy brief

AbstractMany schools are experiencing troubling numbers of vacant teaching positions, with student achievement substantially below pre‐pandemic levels. At the same time many states and districts are discussing substantial across‐the‐board increases in teacher salaries, often aspiring to some arbitrary benchmark. General increases in teacher salaries may well be warranted in some, or even many, districts. However, existing research suggests that by themselves, across‐the‐board increases are not the most effective policy.This policy brief examines these issues in Virginia. It shows that schools with concentrations of poor students have substantially more teaching vacancies and much lower student achievement. It also shows that starting teacher salaries in Virginia have declined over the last 16 years and that lower salaries are associated with teacher vacancies. It is likely that the patterns documented in Virginia are found in many, perhaps most, other states. Policies to address these issues would increase teacher salaries generally with much larger increases for effective teachers who teach in high poverty schools and subjects with greater shortages, such as special education, math, and science.

Public Opinion on School Funding and Teacher Salaries: The Information Gap Explained?

We evaluate public opinion on the sufficiency of school funding and teacher salaries in the United States, using a representative survey (n = 12,151). Data were collected during the COVID-19 pandemic (2020/2021), with schools and teachers having a reduced role due to homeschooling. While opinions are diverse for sufficiency of school funding, most respondents indicated that teacher salaries should increase. For respondents who received additional information about average school funding and teacher salaries, the overall opinion about funding and salaries being insufficient was less strong. Furthermore, this information effect differs as per respondents’ demographic variables.

Increasing Minimum Teacher Salaries: Opportunities and Drawbacks Across Geography and Race

Following record-high public support for improved teacher salaries, many states initiated a variety of pandemic-era reforms to teacher compensation policies to improve teacher morale and retention. In this article, we examine a minimum teacher salary reform in Missouri, a state home to a diverse geographic landscape including major metropolitan areas and large rural regions. On the one hand, we estimate eligible teachers would receive sizable salary increases averaging almost eight percent. Conversely, these teachers were located almost exclusively in the state's rural areas, effectively excluding most urban teachers and students and, due to the state's non-white ethnoracial concentration in urban metropolitan areas, virtually all of the state's non-White teachers and students. As states craft policy reforms to support their teacher workforces, attention must be devoted to the magnitude and the distribution of funding to ensure its equitable allocation across teacher and student characteristics and district urbanicity.

Village Government Supporting Agency Model With School Committee in Supporting Education Funding

Funding is crucial for operational implementation in educational institutions. So, other parties that do not conflict with laws and regulations have a significant role to play in becoming supporting agencies in education financing. This study attempts to explore the role of the village government and the school committee in supporting education financing using a case study approach and qualitative research. The research findings contained four components: 1) educational Process effectiveness, 2) financing support, 3) the need for a plan analysis, and 4) stakeholder role urgency. Of the four components, two of them are part of the village government's role, namely the Effectiveness of the Education Process and Financing Support, and two other components, namely the Need for plan analysis and the Urgency of the Role of Stakeholders, are part of the role of the school committee. The conclusion is that the role of the Village Government in supporting education funding is by providing financial support through village meetings, which then gave birth to a program, namely "paying temporary honorary teacher salaries". However, regarding the school committee, which is still not optimal in carrying out its roles and functions, the commitment of the school committee in carrying out its role is not exemplary because the school committee still only follows directions from the school.

Research On the Uneven Distribution of Educational Resources in China

Taking the current situation of education in China as the starting point, firstly this paper points out the healthy changes such as educational reform. It focuses on the analysis of the uneven distribution of educational resources in China's current education, which focuses on the uneven distribution of educational resources in the eastern and western regions and the uneven development of education in urban and rural area. Finally, the article concludes the imbalance of China's education development through the analysis of specific data such as the average salary of high school teachers and the overall national education expenditure. One of the most intuitive problems caused by the difference in educational resources is the huge difference in the illiteracy rate between the east and the west of China, with the illiteracy rate in most eastern provinces being less than 7%, while that in some western provinces is as high as 40%. It also puts forward suggestions for increasing investment in education expenditure, increasing teachers' salaries, and strengthening supervision.

Case Study on Spatial Mismatch between Multivariate and Student-Teacher Rate in U.S. Public School Districts

An important aspect of educational equity is the balance between students and teachers in the general education system. To address the need for a sustainable, balanced, and reliable supply of high-quality STEM teachers for public school districts, this research aims to illustrate the spatial dynamics of student-teacher balance in the impact of teacher salary, school poverty, transportation, and environmental factors from 2015 to 2020, Data were collected to create a multivariate evaluation via Analytic Hierarchical Process (AHP), Compromise Programming (CP), weight linear combination and Spatial Mismatch Index Model (SMI) to reveal the non-synergistic coupling relationship between multivariate and student-teacher rate in school districts, counties, and state multiple levels. The results suggest that compared to 10% of the spatial mismatch index at the state level, the proportion of mismatched areas at the school district and county levels was the same at 1%. NV, IN, VT, MA, and FL were mismatched at the state level but had good matches at the county and school district levels. Other unpredictable factors related to teacher shortages, such as workload, school rankings, and teacher vacancies, should be considered for further study in future research plans. This research provides valuable insights for policy interventions to improve the treatment of teachers in public school districts and promote educational equity.

Efektivitas Pengelolaan Keuangan melalui Penerapan Good Governance pada Pondok Pesantren

This research presents an in-depth analysis of financial management at Pondok Pesantren Nurul Mukmin Attaqwa Arjasari. Through data collection methods involving on-site observations, interviews, and documentation, the research provides a comprehensive overview of financial management at Pondok Pesantren Nurul Mukmin Attaqwa Arjasari. Furthermore, the study outlines specific numerical figures for components such as school operational expenses, teacher salaries and allowances, and reserve funds. The research results offer a deeper understanding of the financial management model in this educational institution and discuss potential improvements and developments for the future. Thus, this article contributes to enhancing the effectiveness of financial management in the context of Pondok Pesantren Nurul Mukmin Attaqwa Arjasari. This research indicate the primary source of funding for the Pondok Pesantren comes from donations and contributions from the community, as well as income from supplementary educational activities. There is a need to improve the budget planning process. While planning exists, more structured and clear policies need to be implemented to optimize fund utilization. Overall budget utilization has been efficient, but there is room for improving financial management in specific areas, such as enhancing the competence of human resources. These research findings provide a foundation for educational institutions to enhance their financial management model and plan more effective and sustainable future steps.

Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America

This study examined teacher leadership, the intricate interplay of culture, education, and the college board race gaps in SAT scores, and their collective impact on academic performance within the Baltimore City Public Schools. The study specifically explored the correlation between teacher salaries and academic achievement while considering persistent factors such as poverty, which consistently hindered academic success for predominantly Black and Brown students, as many seasoned teachers are exiting and too few are joining the profession. Ineffective leadership and inadequate teacher compensation, compounded by the challenges of poverty, were identified as major contributors to below-average academic performance in the urban public school system. Emphasizing teacher salaries, the research highlighted the linear relationship between salary increases and the growing issue of poverty among educators when adjusted for inflation. The meta-analysis conducted underscored the pivotal role played by effective leadership and quality education in enhancing student achievement and fostering socioeconomic growth. The study contended that educational and teacher leadership at the intersection of culture are imperative for adapting to 21st-century economic, technological, and societal transformations. The findings underscored the importance of addressing socioeconomic disparities among educational leaders to improve academic outcomes in urban public schools. Achieving fair compensation, resource accessibility, and fostering professional growth are crucial for attracting and retaining excellent educators, thereby creating an ideal learning environment for all students. The research provided a comprehensive framework for evidence-based parameter estimations in computational modeling, providing informed strategies to address challenges in urban public-school systems.

Is there a Link between Teacher Salary and Educational Achievement? An Analysis in OECD Countries

This paper uses data from the Organization for Economic Co-operation and Development (OECD) and employs multiple regression models to investigate the relationship between teacher salary and educational achievement in mathematics and science across 30 countries. After controlling for alternative wage opportunities and two macroeconomic factors (GDP per capita and educational expenditure as percentage of GDP), the results reveal no significant relationship between teacher salary and educational achievement in mathematics and science. These findings imply the need to look beyond a single policy, such as higher salaries, in favor of policy strategies that address working conditions and other challenges facing new teachers. Keywords: teacher salary, educational achievement, OECD, PISA data

Decentering Whiteness in Teacher Education Preparation Programs at Christian Universities

The teacher workforce in the United States is predominantly White, while the student population in public schools is increasingly diverse. This research paper delves into the crucial topic of decentering Whiteness in teacher education preparation programs (TPPs) at Christian universities. By exploring the implications of a predominantly White teaching force and of disparities in student achievement, this study emphasizes the need for greater diversity and inclusivity in teacher education. Drawing from a comprehensive literature review, this paper examines the historical context of the teacher workforce and the impact of desegregation on teacher representation. Furthermore, it explores how biases, prejudices, and privileges inherent in White-centered curricula and pedagogical approaches hinder the effective preparation of teachers to serve diverse student populations. The research highlights the importance of increasing diversity among teaching staff and teacher education candidates, as studies have shown that students benefit significantly from having teachers who share their racial and cultural backgrounds. To address these challenges, the paper explores several potential solutions, such as “grow your own” programs, which invest in and support non-licensed staff from diverse backgrounds, as well as mentorship initiatives and community outreach to foster connections with aspiring teachers of color. Additionally, the paper emphasizes the need to examine licensure standards and standardized testing as potential barriers for students of color entering the teaching profession. Advocating for higher base salaries for teachers, particularly in urban areas, is suggested to attract more diverse individuals to the teaching profession. The role of administration in the recruitment and retention of teachers of color is also emphasized, with a call to create positive and supportive school cultures that value the contributions of all teachers. Christian universities are urged to prioritize social justice issues, cultural diversity, and the amplification of culturally relevant pedagogy to create inclusive and welcoming environments for students of color. This study proposes that Christian universities must engage in critical self-reflection and dismantle White-centered structures and policies within their teacher education programs. By prioritizing diversity, cultural responsiveness, and equity, these institutions can better serve their diverse student populations and equip future educators to thrive in the diverse classrooms of the United States. The paper underscores the importance of these efforts to ensure that the teaching profession reflects the principles of equity and inclusivity that align with the teachings of the Christian faith and prepare educators to be transformative agents of change in the lives of their students.

Curriculum Contents for Quality Education Delivery and Sustainable National Development in Nigeria

This study “Curriculum contents for Quality Education Delivery and Sustainable National Development in Nigeria’ investigated public opinion and other Education stakeholders’ reservations to the provision of quality education delivery across Nigeria. Three hundred and eighty-two (382) respondents, 268 males and 114 females were randomly selected and used as a sample of the study across six (6) geo political zones in Nigeria. The samples cut across teachers, family members, educational administrators, policy makers, university lecturers, and politicians. Survey research design was employed for the study. Cluster sampling technique was used to identify the sample of the study. Self-developed questionnaire was used to generate information for the study. Chronbach’s reliability coefficient of .701after test re-test was obtained. Simple percentage count was used to report the demographic variables of the study while descriptive statistics was used to answer the research questions, the hypotheses were tested using z test and Analysis of Variance (ANOVA) at 0.05 level of significance. The Findings of the study have showed there is need to reform the Nigeria Basiceducation curriculum to provide elements of skills acquisition. All education stakeholders should team up to provide conducive learning environment for teaching and learning. No significant gender difference was found across the sample that the perceived curriculum impacted sustainable National Development at z = 2.7, Quality teacher production need to be revisited by the Nigeria National Commission for Colleges of Education (NCCE). Based on the findings the writer offers some recommendations; the Nigeria National Curriculum Reviewers should reflect National development through education. School plants should be revisited to provide befitting structures, teaching and learning materials as a means for individual and community overall development. There is need to improve salary of teachers to avoiding attrition from schools. Stigmatisation of teachers should be avoided as a means of improving performance of teachers.

The Effects and Local Implementation of School Finance Reforms on Teacher Salary, Hiring, and Turnover

Knowing how policy-induced salary schedule changes affect teacher recruitment and retention will significantly advance our understanding of how resources matter for K–12 student learning. This study sheds light on this issue by estimating how legislative funding changes in Washington state in 2018–2019—induced by the McCleary court-ordered reform—affected teacher salaries and labor market outcomes. By embedding a simulated instrumental variables approach in a mixed-methods design, we observed that local collective bargaining negotiations directed new state funding allocations to substantially increase certificated base salaries, particularly for senior teachers with 16 years or more of teaching experience. Variability in political power, priorities, and interests of both districts and unions led to greater heterogeneity in teacher salary schedules. Suggestive evidence shows that state average teacher turnover rate was significantly reduced in the first year of reform. The McCleary-induced salary increase particularly reduces mid-career teachers’ (8–15 years of teaching experience) mobility rate and late-career teachers’ (23+ years of teaching experience) leaving rate. The McCleary-induced base salary increase has mostly null effects on teacher hiring in the first 2 years of implementation.

Public Funding, Private Work Outcomes: Multiple Job Holding among U.S. K–12 Public School Teachers

Reporting suggests that declining salaries cause high multiple job holding (MJH) among full-time public school teachers in the United States. Studies investigating this relationship assume an individual teacher, neglecting the effects of family characteristics on work behavior. This article examines K–12 public school teachers’ employment patterns for March and July from 2011 to 2019 to test the associations of state-level teacher salaries and familial roles with MJH. In March and July, a teacher’s familial role correlates with MJH in a pattern consistent with persistent work-family divisions: Male teachers, single or married with children, are the most likely to hold another job, and married female teachers with children are the least. These differences increase during the summer break. State-level salaries correlate with MJH only in July. Single male teachers exhibit greater sensitivity to salary changes. This article demonstrates how family characteristics, occupational schedules, and salaries interact and influence MJH.

Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data

We used data from the OECD’s 2018 Teaching and Learning International Survey (TALIS) to investigate the factors associated with teacher job satisfaction. The database covers more than 250,000 teachers in 15,000 schools across 48 countries. Correlation and regression analyses adjusted for the TALIS sampling design were applied. We found that the most important predictor of teacher job satisfaction is distributed leadership, followed by positive relations between teachers and students. Teacher salary and teacher collaboration are also positively and significantly associated with job satisfaction. By contrast, workload stress is the most important factor associated with teacher dissatisfaction, followed by professional development barriers and disciplinary climate.

Collective bargaining laws and returns to STEM majors in the labor market for teachers

ABSTRACTIn light of growing difficulties for schools to attract teachers in science, technology, engineering, and mathematics (STEM) fields and the continued discussions surrounding the unionization of education, this paper examines the effect of collective bargaining (CB) laws on the salary of teachers with a STEM degree. To isolate the effect of bargaining laws on STEM teachers, we compare pay differentials between STEM and non-STEM teachers in CB-mandated and -prohibited areas, controlling for the local labor market. Our results show that the bargaining laws increase female STEM teachers' salaries by approximately 7.5%.

Refleksi Nilai-Nilai Non Materi di Balik Penggunaan Pendapatan oleh Guru Honorer

Purpose: This study aims to reveal the non-material values behind the salary of honorary teachers. Methodology/approach: This research uses the Islamic paradigm. The approach used is Islamic ethnomethodology. There are five data analysis stages: charity, knowledge, faith, revelation information, and ihsan. The method used is qualitative, with data collection techniques in structured interviews and passive participatory observation. Results/findings: The results of the study show that there is a value of responsibility and worship behind the use of income by honorary teachers. This value of responsibility is reflected through the actions of honorary teachers in using their income to finance their personal and family needs. The value of worship is reflected in the decision of honorary teachers to use the income they earn for charity activities. Even if the income they earn is tiny, sufficient, or a lot, honorary teachers will continue to try to set aside the income they earn for charity. Limitations: This study was limited by the time available to collect data. The research was only carried out briefly; some important aspects may have yet to be revealed.. Contribution: The results of this research can be a basis for developing better education policies that consider non-material aspects of supporting honorary teachers and improving the quality of education.

Islamic Epistemology in the Bangladesh Government System (1996–2022): An Analysis of Political Ideologies

This study aims to explore the extent of Islamization in Bangladesh during the tenure of democratically elected leaders Sheikh Hasina and Khaleda Zia. The objective is to analyze the state of democratic governance in Bangladesh from a religious perspective, focusing specifically on Islamic political epistemology. It begins by defining Islamic Political Epistemology and its significance in acknowledging Islam’s role in democratic power. This qualitative descriptive analysis examines recent research papers from highly ranked resources such as Scopus. It is important to note that specific methods can strengthen strategies for enforcing electoral decrees, improve credentials for arbitration through sovereignty within the dominion branch, and increase national participation in political acts and society through Islamic Political Epistemology. Sheikh Hasina’s new regime has achieved significant progress in implementing Islamic development in bureaucracy and regulations. Qawmi Madrasah has contributed significantly to Islamic Education in Bangladesh, and the current government recognizes their educational certificates. The salaries of teachers and Imams at Government Madrasah-e-Alia have been increased, which is a significant policy change. The study revealed that Khaleda Zia’s government could have succeeded despite its alliance with Islamic political parties. Having a coalition with Islamic political parties does not necessarily mean that the country’s political ideology is institutionalized in an Islamic way. Opposite, Bangladesh’s government, with partial financing from Saudi Arabia, is constructing 560 mosques that will also serve as artistic centres to promote Islamic epistemology and combat extremism. However, this government operates under a one-party system with the Awami League party, led by Sheikh Hasina, idolizing Sheikh Mujibur Rahman.