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Reference Effect of Preschool Teachers’ Salary and Its Influence on Preschools’ Service Quality: An Empirical Study in China
Tianzi Liu,
Lihua Yang,
Josephine Ng,
Berenice Nyland
Issue:
Volume 11, Issue 1, March 2022
Pages:
1-10
Received:
7 November 2021
Accepted:
24 November 2021
Published:
21 January 2022
Abstract: Research from the Organisation for Economic Co-operation and Development (OECD) has found strong links between the pay and conditions of preschool teachers and the quality of preschool service provided. In order to improve the quality of private preschool, China puts forward “Several Opinions on Deepening the Reform and Standardized Development of Preschool Education” at the end of 2018, which mentioned that private preschool teachers' salaries should refer to public preschool teachers. This involves the influence of different types of preschool teachers, and the impact of their salaries on the quality of preschools. Although teacher's salary is an important research topic in the world, the reference of teachers’ salary between different types of preschools and its influence on preschools’ service quality have not been studied in previous literature. In order to solve this question, this study draws the following three conclusions based on a survey in two districts from China with different numbers of public and private preschools: (1) The teachers’ salary of public preschools does have a referential effect on the teachers’ salary of private preschools; (2) It works only when the supply of public preschools in a region is relatively inadequate, the teachers’ salary of public preschools will play a reference role on the teachers’ salary of private preschools; (3) Compared to regions with reference salaries, regions without reference salaries are more conducive to the improvement of preschool service quality. While the education system differ, the problem discussed in this research reflects a challenge faced by many countries.
Abstract: Research from the Organisation for Economic Co-operation and Development (OECD) has found strong links between the pay and conditions of preschool teachers and the quality of preschool service provided. In order to improve the quality of private preschool, China puts forward “Several Opinions on Deepening the Reform and Standardized Development of ...
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Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana
Georgina Asibey,
David Arhin
Issue:
Volume 11, Issue 1, March 2022
Pages:
11-17
Received:
10 November 2021
Accepted:
26 November 2021
Published:
29 March 2022
Abstract: Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population was 225 teachers. However, sample size was 142 teachers which was sampled through proportionate stratified sampling procedure. The study employed a descriptive survey design, and questionnaire with a reliability coefficient of .990 was used to collect data for the study. Means, and standard deviations were used in the analysis of the data. The findings of the study revealed that most teachers in the Shama district believe that teachers’ academic and professional qualifications positively influence the teaching of Social Studies in junior high schools. The study also found out that most teachers in the Shama district believe that teachers’ knowledge of the subject matter positively impacts the teaching of Social Studies at the junior high school level. Based on these findings, the researchers recommended that teachers with academic and professional qualifications in Social Studies such as B. Ed. Social Studies, M. Ed. Social Studies or M. Phil Social Studies, have deep knowledge of the subject, teaching experience, and skill to deploy diverse teaching techniques and strategies should be allowed to teach Social Studies at the various junior high school levels.
Abstract: Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population...
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Teacher Demand and Supply Projection from 2018 to 2027: A Case Study of Zamfara State Upper Basic Schools, Nigeria
Issue:
Volume 11, Issue 1, March 2022
Pages:
18-24
Received:
27 February 2022
Accepted:
17 March 2022
Published:
31 March 2022
Abstract: Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of upper basic schools. This study investigated teacher demand projection and students’ academic performance of upper basic school in Zamfara State, Nigeria. The objectives of the study were toexamine the teacher demand in terms of prescribed teacher-students ratio of 1:40; determine the gap between teacher demand and teacher supply; investigate the trend of students’ academic performance from 2011-2015; and determine the projection of teacher demand in upper basic schools in Zamfara State, Nigeria (2018 - 2028). A descriptive research design of survey type was employed for the study. A sample of 513 out of 1,526 principals and Zamfara State Ministry of Education, Nigeria was selected through purposive sampling technique. Two researcher designed instruments entitled “Teacher Demand and School Enrolment Inventory” (TDSEI) were validated by five experts in the area of Educational Management and Educational Research, Measurement and Evaluation. The findings of the study were that: upper basic schools in Zamfara State, Nigeria was adequately staffed with 11,245 teachers between 2013 and 2017 academic sessions; there was a close gap between teacher demand and supply in Zamfara State upper basic schools. There was a positive margin of 1,857 teachers in terms of ratio 1:40 benchmark; while the projected teacher demand in Zamfara State, Nigeria would be 27,281 teachers between 2018 and 2027 in her upper basic schools. The study concluded that there was adequate supply to teacher demand but may not necessarily be in core subject areas. The study recommended that by the year 2027, 27, 281 more teachers should be supplied into upper basic schools by the government.
Abstract: Teachers’ availability (demand and supply) in quantity and quality determine effectiveness in upper basic schools in term of academic performance. Despite various measures taken by the government in the past to supply more qualified teachers, there is a gap in the demand and supply of qualified teachers and this hinders academic performance of uppe...
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