Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

The Dying of the Light

2017 ◽  
pp. 85-102
Author(s):  
Westry Whitaker
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Critical Awareness ◽  
The Social ◽  
Cultural Implications ◽  
A Site

These are dangerous times (Giroux, 2010, 2015). In this chapter, the author illuminates and explores the founders' complex and often contradictory perspectives on public education and democracy itself and their relevance to technologically-mediated educational discourses. This chapter demonstrates the importance of re-politicizing and historicizing public education with particular emphasis on defending public schools, public school teachers and the very concept of public education as a site of democratic solidarity. The author approaches this topic with attention to the corporatized war on education waged by wayward conservatives and centrist democrats. The author explores these battle lines while juxtaposing their stance and value for public education with that of the nation's founders. The author expands upon this contrast by drawing critical awareness to the social, political, and cultural implications of information technology and the use of digital spaces to project our voices and faces loudly and vividly into the bedrooms of people never met.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

scholarly journals The Degree of Implementing the Principles of Knowledge Economic by Public School Teachers in Karak Governorate in Jordan from Principals Perspective: درجة تطبيق مبادئ اقتصاد المعرفة لدى معلمي المدارس الحكومية في محافظة الكرك بالأردن من وجهة نظر المديرين

2021 ◽  
Vol 5 (47) ◽  
pp. 75-57
Author(s):  
Ismail Mahmoud Omar Al-sou'b Ismail Mahmoud Omar Al-sou'b
Keyword(s):  
Public Schools ◽  
Public School ◽  
Data Collection ◽  
Teaching Strategies ◽  
Descriptive Analysis ◽  
Arab Countries ◽  
Analysis Approach ◽  
Public School Teachers ◽  
School Teachers ◽  
Teaching Technology

This study aimed to identify the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective. To achieve the objectives of the study, the researcher used the descriptive analysis approach, the sample of the study consisted of (82) female and male principals, and a questionnaire for data collection; consisted of (35) statements, distributed for five sectors. The results indicated that the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective was moderated with average (3.63 out of 5), the sector of "teaching strategies" was high with an average (3.89), then the sector of " evaluating" was moderated with average (3.67) then the sector of" teaching technology" was also moderated with average (3.65) then the sector of "student" was moderated with an average of (3.59) finally the sector of " teacher" with average (3.36) also was moderated. furthermore, there were no statistically significant differences at (α ≤ 0.05) in the variable of principals' sex. However, there were statistically significant differences due to the qualification of the participants in favor of (High studies). Based on the results, the researcher presented a number of recommendations and proposals, to enhance the implementation of knowledge economic principles in public schools in Karak, and the whole of the Kingdom and the Arab countries.

Washington View: Education on the campaign trail

2019 ◽  
Vol 101 (1) ◽  
pp. 39-40
Author(s):  
Maria Ferguson
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Personal Experience ◽  
Presidential Campaign ◽  
Student Debt ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Strikes

The 2020 presidential campaign has already touched on a variety of education issues. Maria Ferguson describes how the campaigns have addressed issues related to higher education, such as student debt and the rising cost of college. She predicts that the ongoing plight of public school teachers, brought to the spotlight by teacher strikes across the nation, will also remain an issue throughout the campaign. Charter schools have been targeted by some candidates as one of the causes of public schools’ struggles. And racial inequity hit the spotlight in the June Democratic debate when Kamala Harris shared her personal experience with busing. Ferguson predicts that education will remain a visible issue throughout the campaign and the candidate who speaks clearly and directly about the education issues that matter most to voters will score a win.

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

scholarly journals Resource Needs of California Public Schools: Results from a Survey of Teachers, Principals, and Superintendents

2008 ◽  
Vol 3 (1) ◽  
pp. 58-89 ◽  
Author(s):  
Jon Sonstelie
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers ◽  
Professional Educators ◽  
School Budget ◽  
Resource Needs ◽  
California Public Schools ◽  
Achievement Standards

This article reports the results of school budget simulations with 568 randomly selected California public school teachers, principals, and superintendents. Simulation participants were presented with the budget for a hypothetical school and asked to use that budget to employ the resources that would maximize the academic achievement of the school's students. Their responses were used to estimate the resources that professional educators believe their schools need to meet state academic achievement standards.

Fight the Fight for Public Schools and Public School Teachers

2014 ◽  
Vol 114 (7) ◽  
pp. 313-314
Author(s):  
Shelly Sheats Harkness
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers

scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

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