Teacher Supply Research Articles

Disrupting the gender and development impasse in university teaching and learning spaces

ABSTRACT Gender and development (GAD) is coming under increasing scrutiny for its entanglements with hegemonic systems of governance, policy, and knowledge. This article argues that GAD programs and/or development studies programs with teaching provision on gender have not sufficiently responded to the imperatives of race and intersectionality most recently intensified by COVID-19 and the decolonising of the curriculum and Black Lives Matter movements. The article explores the ways in which GAD frameworks have resisted rather than embraced paradigmatic critiques. We argue that this resistance to the imperatives of intersectionality has resulted in a GAD impasse which is reproduced and perpetuated through pedagogy and teaching, which shapes teaching and learning spaces in the UK. Despite the potentials for teaching to question dominant paradigms and frameworks, the impasse has hindered the field of GAD from adopting an introspective, intersectional, and transformative approach.

Are we practising what we preach and are we all singing from the same hymn sheet? An exploration of teaching in paediatric caries management across UK dental schools.

The evidence underpinning caries management for children has progressed dramatically over the past 20 years. Anecdotally, this is not reflected in the teaching provided to undergraduate dental students, with the ongoing teaching of outdated methods within some dental schools. To capture the current undergraduate teaching provision and clinical treatment experience requirement relative to caries management in paediatric dentistry in UK dental schools. Cross-sectional analysis of current teaching methods on paediatric caries management was obtained using a piloted online data collection form. Question content included current caries teaching methods, assessment of student exposure and competence. The results were analysed descriptively. Of the 16 UK dental schools, 14 participated. Discrepancy in teaching content was apparent. Many schools (n = 9) taught biological caries management through therapeutic fissure sealants, yet this was not reflected in assessment and clinical requirements. Some schools (n = 4) taught amalgam placement in children, and most (n = 12) operatively taught treatments that would no longer be routinely provided in general dental practice in the UK, including primary tooth pulpotomy. There is substantial variation in the paediatric caries management techniques that are taught across UK dental schools, demonstrating a need for a national consensus to address these disparities.

China Special Education for Disabled Children: Problems and Countermeasures

Despite increasing awareness and political concern regarding the issue of inclusive education and educational inequality, China is still on its way to achieving education equality. The issue of special education for disabled students, problems related to preschool education, education equality within groups, and curriculum design are still matters of concern that hinder China's progression towards an egalitarian education system that guarantees equality. Although special education is specifically addressed in China's 14th Five-Year Plan, mere policy concern has not successfully translated into practical success. Through a thorough analysis of China's current situation, this article identifies three reasons that have thwarted the realization of this goal: a lack of micro-concern in policies relating to special education, misallocation of capital input due to a lack of sufficient regulations, and an insufficient supply of professional teachers. Countermeasures are proposed with the intention of improving China's special education system, with the hope of addressing the interests of students with special educational needs today.

Impact of Economic Recession on Funding of Business Education Programmes in Nigerian Universities: A Case Study of University of Benin

Education in Nigeria has been plagued by inadequate funding over the years. This has continued despite various interventions by successive administrations. The current economic recession in the country has further worsened the situation with its attendant consequences on the different sectors of the economy, which includes the university education subsector. In order to capture the challenges of economic recession, this paper undertook a historical survey of global economic recession and Nigeria and the impact on funding education especially, the university education subsector programmes with specific reference to business education programme of the Department of Vocational and Technical Education, University of Benin. It analyzes the budgetary allocation to the department in the last four years and determines the adequacy of the allocation to business education programme, in the face of inflationary trend in the recessed economy. Findings show that business education programme has been inadequately funded and that there has been neglect of infrastructure and the provision of teaching and learning facilities. The survey also unraveled the fact that budget was not allocated to training of needed manpower, as focus was on payment of salaries and purchase of consumables for the day to day running of the department. Recommendations have been made amongst which are: the need to improve internally generated revenue through entrepreneurship centres and the need for government to increase the budgetary allocation to the education sector to meet the recurrent and capital expenditure for implementation of business education programmes. Keywords: Economic Recession, Business Education, Funding of Business Education Programmes, Nigerian Universities, University of Benin

시도교육청의 중장기 교원수요 추계모형 제안과 적용

Local education offices cannot set teacher supply and demand policies independently of the Ministry of Education. These offices conduct student placement based on the teacher quota set by the ministry for each local education office. They adjust the number of students per class, organize classes by grade and school, and assign teachers, taking into account facilities, teacher supply, and demand in a comprehensive way. In the medium to long term, it is also necessary to manage the size of new hires in order to maintain stable teacher retention. In this study, we have attempted to project the demand for teachers at the local education office level through 2042. We believe that the demand for teachers should be viewed from a medium- to long-term perspective, even taking into account the decline in the school-age population at the city and provincial levels. To make an accurate and reliable projection of teacher demand, we considered policy variables that affect the supply and demand of teachers, such as the number of students and the number of students per class, curriculum revision, and the introduction of the high school credit system. In addition, we proposed a method of assigning classes and staffing them by equalizing the number of students in each class. We projected the number of students per grade by school, and based on that, projected the number of classes and teachers. To do this, we developed an equation for calculating the number of teachers needed and modeled the relationship between the two variables based on the number of classes and teachers per school in 2022 from the National Education Information System. The paper concludes that the difference between the average number of students per class and the same number of students in each class is significant, and that the demand for teachers may vary significantly depending on the appropriate class size and the degree of change in educational conditions. The results also suggest that it is necessary to consider the appropriate class size and improve the method of projecting the number of students and teachers to estimate the number of teachers.

New occupational medicine competency framework for UK undergraduate medical students.

Occupational medicine (OM) teaching is under-represented and inconsistent in UK medical school training. Unless universities take action, inadequate OM teaching provision will leave tomorrow’s doctors unprepared to support their patients to return to work after illness/injury, to remain at work and to identify occupational diseases. This Editorial presents a newly developed competency framework to assist universities to deliver OM education more consistently. This will support tomorrow’s doctors to achieve healthy working lives for their patients.

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

Floating Schools: an Overview of Education in Bangladesh

highlighting education in Bangladesh is currently attracting world attention because there is a unique phenomenon that occurs due to the process of learning activities on boats in Bangladesh. Teaching and learning activities on a boat are not done because we want to exist and deliberately steal the world's attention because conditions must force these activities to occur. Bangladesh is a country that is prone to flooding problems which can paralyze life activities including educational activities. Problems arise from many parties who question the safety of teachers and students there because learning activities are not carried out in patented buildings. Then many parties also want to know the obstacles that arise from learning activities held on boats. The aim of this research is to determine safety efforts and also the obstacles faced during the learning process. This research uses mixed research methods, namely field research and literature study. The sources for this research are the manager of learning activities on the boat, 5 teachers and 10 students from 3 schools and also several relevant previous articles which were used as reference sources. The results of this research show that there is a guarantee of safety from the management, including starting from boat design , time management, provision for teachers to master the terrain and equipping the boat with sophisticated equipment. The challenges faced include aspects of funding, climate change, limited reach, teacher training and technological infrastructure.

Teacher recruitment policies: accelerating issues of spatial justice in England

ABSTRACT As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for new teachers. These issues have reached crisis point in England. The impact of the controversial ITT Market Review, and subsequent accreditation process has left parts of the country as “cold spots” with no established providers and the formation of new national “super-providers” with no track record or experience of initial teacher education. This policy initiative is an urgent issue of spatial injustice, exacerbating teacher recruitment and supply issues in areas already suffering from educational isolation. Through the application of spatial theory, we conclude that these developments have specific spatial effects: not only on the locus of teacher education (narrowly conceived around individual classrooms and practices), and on the shifting of provision to urban centres but also on the centralisation of power and control. Such spatial effects have the capacity to exacerbate the supply and retention of teachers in hard-to-staff places.

Building Rapport in Interviews with Adolescent Trafficking Victims

AbstractThough much is known about children's sexual abuse disclosure, less attention has been directed towards disclosure in other types of youthful victims, especially those who may be reluctant to tell due to either normative development or victims' specific experiences. Trafficked youth, particularly those who are adolescents, represent one such group. Understanding how suspected youth trafficking victims are questioned by authorities, especially with respect to establishing rapport and trust, is important for informing professionals how to effectively question this unique population of victims to overcome their reluctance. We examined transcripts of interviews conducted by federal interviewers (n = 12,653 question‐answer turns across 33 interviews) and police (n = 4,972 question‐answer turns across 14 interviews) with trafficked youth between the ages of 12 and 18. Interviews were reliably coded for the length of pre‐substantive questioning, provision of instructions and ground rules, and use of rapport building and supportive strategies. Federal interviewers used pre‐substantive instructions and built rapport with potential victims more often than police did. Also, and although infrequently used overall, supportive interviewing strategies were evident more often by federal interviewers than police. Results provide much‐needed knowledge about how law enforcement investigators interview and elicit disclosures from vulnerable populations of adolescent victims.

Distributed Medical Education (DME) in psychiatry: perspectives on facilitators, obstacles, and factors affecting psychiatrists' willingness to engage in teaching activities

BackgroundDistributed Medical Education (DME), a decentralized model focused on smaller cities and communities, has been implemented worldwide to bridge the gap in psychiatric education. Faculty engagement in teaching activities such as clinical teaching, supervision, and examinations is a crucial aspect of DME sites. Implementing or expanding DME sites requires careful consideration to identify enablers that contribute to success and barriers that need to be addressed. This study aims to examine enablers, barriers, and factors influencing psychiatrists' willingness to start or continue participating in teaching activities within Dalhousie University's Faculty of Medicine DME sites in two provinces in Atlantic Canada.MethodologyThis cross-sectional study was conducted as part of an environmental scan of Dalhousie Faculty of Medicine’s DME programs in Nova Scotia (NS) and New Brunswick (NB), Canada. In February 2023, psychiatrists from seven administrative health zones in these provinces anonymously participated in an online survey. The survey, created with OPINIO, collected data on sociodemographic factors, practice-related characteristics, medical education, and barriers to teaching activities. Five key outcomes were assessed, which included psychiatrists' willingness to engage in (i) clinical training and supervision, (ii) lectures or skills-based teaching, (iii) skills-based examinations, (iv) training and supervision of Canadian-trained psychiatrists, and (v) training and supervision of internationally trained psychiatrists. The study employed various statistical analyses, including descriptive analysis, chi-square tests, and logistic regression, to identify potential predictors associated with each outcome variable.ResultsThe study involved 60 psychiatrists, primarily male (69%), practicing in NS (53.3%), with international medical education (69%), mainly working in outpatient services (41%). Notably, 60.3% lacked formal medical education training, yet they did not perceive the lack of training as a significant barrier, but lack of protected time as the main one. Despite this, there was a strong willingness to engage in teaching activities, with an average positive response rate of 81.98%. The lack of protected time for teaching/training was a major barrier reported by study participants. Availability to take the Royal College of Physicians and Surgeons of Canada Competency by Design training was the main factor associated with psychiatrists' willingness to participate in the five teaching activities investigated in this study: willingness to participate in clinical training and supervision of psychiatry residents (p = .01); provision of lectures or skills-based teaching for psychiatry residents (p < .01); skills-based examinations of psychiatry residents (p < .001); training/supervision of Canadian-trained psychiatrists (p < .01); and training and supervision of internationally trained psychiatrists (p < .01).ConclusionThe study reveals a nuanced picture regarding psychiatrists' engagement in teaching activities at DME sites. Despite a significant association between interest in formal medical education training and willingness to participate in teaching activities, clinicians do not consider the lack of formal training as a barrier. Addressing this complexity requires thoughtful strategies, potentially involving resource allocation, policy modifications, and adjustments to incentive structures by relevant institutions.

The effects of charter school entry on the supply of teachers from university-based education programs

Research on charter schools tends to focus on direct and immediate effects on student outcomes. However, there may be unintended indirect effects on, for example, the teacher labor market. Charter schools tend to hire teachers with fewer traditional teaching credentials, which may reduce the equilibrium quantity of teachers who have traditional credentials and seek to make teaching a career. We test whether charter entry reduces the supply of university teacher education degrees, exploiting within- and between-district variation in the timing of charter school entry in districts containing college teacher preparation programs. Applying a generalized difference-in-difference model, we find that a 10 percent increase in charter market share decreases the supply of traditionally prepared teachers by one percent per year on average. This effect is concentrated in elementary education and special education degrees, which, anecdotally, are less valued in charter schools.

Undergraduate deficits in plastic surgery exposure and awareness of the specialty: a systematic review.

Plastic surgery is an important specialty that involves widespread medical knowledge, some of which is taught in undergraduate curricula. The General Medical Council provides a well-defined plastic surgery curriculum for postgraduate training. However, there is no consensus on the provision for undergraduates in this specialty, potentially giving rise to a deficit in undergraduate medical education and a suboptimal basis for plastic surgery postgraduate training. Our aim was to identify the gap in undergraduate plastic surgery teaching and to understand student perceptions of the specialty as well as any trialled interventions. A prospectively registered systematic review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The MEDLINE®, Embase™, PubMed® and Google Scholar™ databases were searched for literature relating to undergraduate exposure to plastic surgery and relevant teaching interventions. Ten studies were included in this review, categorised into three main themes: exposure during medical school, determining factors and perceptions for pursuing a plastic surgery career, and teaching interventions. Surveys assessing medical student perceptions indicate a significant deficit in exposure to plastic surgery in the undergraduate curriculum. Medical students' interest in the specialty is affected by multiple factors, including the amount of surgical exposure in medical school. Interventions to address the deficit mostly involve one-day courses. Although the literature is currently limited, studies are needed to effectively assess the outcomes of plastic surgery teaching methods in undergraduate training. Moreover, there is a need for consensus around the provision of undergraduate teaching in plastic surgery. This should be reflected in the latest undergraduate curricula in medical education.

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.

Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.

P18 You can’t prescribe what you don’t have: the limitations of addressing the management of symptomatic sexually transmitted infections in a rural Zambian health post

Abstract Background Management of sexually transmitted infections (STIs) remains a significant global issue, with more than one million cases acquired each day worldwide.1 Growing antimicrobial resistance poses a significant threat to addressing this global burden of disease. While STIs are a recognized public health problem in Zambia,2 resistance remains largely an unknown entity.3 This is particularly true of rural areas where there is no local resistance data available and very few microbiology labs. In this setting, the WHO syndromic approach to STI management is recommended.4 Objectives To reduce inappropriate antimicrobial prescribing for genital presentations in a rural health post in Zambia by the provision of educational resources and collaborative teaching based on the WHO syndromic approach to STIs. Volunteers for a non-governmental organization designed and implemented a clinical audit to improve diagnosis and management of genital symptoms in a rural Zambian health post as part of an ongoing antimicrobial stewardship programme.5 Methods Antibiotic use was measured at two intervals over a 1 year period (April to June 2022 and January to March 2023). Patient records were reviewed against an inclusion criterion of a relevant genitourinary diagnosis. The data was analysed for diagnostic accuracy and for the appropriateness of antimicrobial prescribing using the appropriate prescribing ratio (APR).6,7 National guidelines and WHO recommended alternatives were used as the standard. Data collection and analysis was approved by the Zambian Ministry of Health. The WHO granted permission to use and adapt its materials (ID:202300108). The intervention consisted of collaborative teaching structured around the implementation of simple flow charts based on the WHO syndromic approach and national Zambian guidelines. One-to-one mentoring was delivered over a period of three weeks. Results The proportion of plausible differentials increased from 52.5% (n=40) to 80.5% (n=41). APR increased from 5% to 9.8%. The proportion of inadequate and unnecessary prescriptions reduced, falling from 85% to 73.2% and 10% to 2.4%, respectively. Suboptimal prescriptions increased, rising from 0% to 14.6%. Conclusions This audit supports the use of guidelines and education based around the WHO syndromic approach to improve the diagnosis of genital infections in low resource settings. The limited improvement in prescribing was most likely influenced by the severe antibiotic shortages reported by local healthcare workers.5 This highlights the significance of addressing supply chains and ordering processes, particularly to rural areas. It is likely that improvements in appropriate prescribing rates will depend on parallel improvements in local antimicrobial availability. No educational intervention can overcome an empty drug cupboard, but education can be used to conserve the limited stock through more selective use. Improved access to either laboratories or point of care testing would make the decision to prescribe easier. However, in their absence, increasing adherence to the WHO syndromic approach has the potential to limit unnecessary prescriptions in low-resource rural settings, improving resource conservation and antimicrobial stewardship.

Why are Ethnic Minority Teacher Paid Differently in England: A Preliminary Analysis of the School Workforce Census

This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represented in the teacher workforce. There are surface differences between the pay of different groups. Black African and Black Caribbean teachers tend to be paid more than average, and Pakistani teachers tend to be paid less. But there are also differences in age, qualifications, region, and phase of education. Taking all of the background and context variables into account, there is no evidence that ethnicity is a clear factor in determining pay. Of course, the reasons why teachers of different ethnicity teach in particular phases and regions may be part of that explanation. However, we will have to look elsewhere to explain the disproportion between ethnic minority teachers and pupils in England, and for the most effective policy levers to increase the supply and retention of minority ethnic teachers. Policymakers and schools could still consider salary incentives to try and attract more minority ethnic undergraduate students to a teaching career, where recruitment and retention of minority ethnic teachers is a challenge.

공공어린이재활병원 연계 특수학교(급) 운영에 대한 특수교사와 학부모의 인식 비교

Purpose: This study aims to examine the needs and perceptions of special education teachers and parents regarding the establishment of a rehabilitation hospital school.&#x0D; Method: basic statistics were calculated and multiple response analysis was performed using SPSS 26.0.&#x0D; Results: In terms of implementation level of cooperation and support, both special teachers and parents showed the highest implementation level for ‘treatment and management appropriate for the disease.’ At the level of importance, special education teachers perceived ‘treatment and management appropriate for the disease’ as most important, and parents perceived ‘treatment by medical staff and sharing of medical information’ as most important.&#x0D; Conclusion: Based on the results, the necessary conditions and solutions for establishing a rehabilitation hospital school were presented, including the basic direction of operating a rehabilitation hospital school, parallel education and treatment, and provision of transdisciplinary teaching and learning support between education, medicine, and welfare.

Dental And Oral Health Counseling Efforts On Students' Knowledge Levels (SDN 02 Tiron Madiun)

Dental and oral health is an integral part of body health. To achieve optimal dental and oral health, periodic treatment must be carried out. At SDN 02 Tiron Madiun, there has never been any socialization about oral and dental health. The purpose of this study is to analyze dental and oral health extension efforts on students' level of knowledge. The research method used is quasi-experimental with a research design of one group pretest posttest design. The study was conducted at SDN 02 Tiron Madiun with 22 respondents. The Wilcoxon signed rank test is used to analyze the data. Based on the data obtained, it shows that 22 respondents have a level of knowledge with a good category, 21 people (95.5%) and this study shows the influence of dental and oral health counseling on students' knowledge level (p = 0.021). Intervention in the form of counseling with poster media can significantly increase student knowledge. Provision of knowledge and teaching about dental and oral health from an early age to reduce the incidence of dental caries in school-age children.

초등 교원양성기관 졸업자의 노동시장 성과 및 영향요인 변화 분석

Objectives This study aims to examine the background of the current social issue of elementary teacher supply and demand, and to analyze changes in the labor market outcomes of graduates from elementary teacher training institutions, and identify influencing factors.&#x0D; Methods Data from the Korean Employment Information Institute's 2009, 2019 Graduates' Occupational Mobility Survey (GOMS) of 315 elementary education graduates were used. Weighted variables were applied to the 2019 GOMS data for 170 graduates and the 2009 GOMS data for 145 graduates. Frequency analysis and descriptive statistics were used to analyze labor market outcomes among graduates. Cross-tabulation and logistic regression analysis were employed to identify factors influencing their employment using STATA 15.0.&#x0D; Results Compared to 2009 graduates, 2019 graduates experienced an 8% rise in unemployment, a 7% increase in irregular employment, and a 15% drop in regular employment. There was a 10% decrease in regular elementary teaching positions and an 11% increase in temporary teaching positions among 2019 graduates. Factors affecting employment differed: gender for 2009 graduates, while student loan status, participation in job psychology tests, and interview resume program participation were significant for 2019 graduates. Gender, school satisfaction, on-campus job experience, and participation in job psychology tests were influential for 2009 graduates, while graduation grade percentile and school location were significant for 2019 graduates.&#x0D; Conclusions Based on these findings, the study emphasizes the necessity of long-term perspectives in elementary teacher training and supply policy and the need for expanding career and employment support programs for current students in the short term.&#x0D;