Teacher Workforce Developments: Recent Changes in Academic Competiveness and Job Satisfaction of New Teachers. CEPA Working Paper No. 15-16

Autor/inn/en	Loeb, Susanna; Master, Benjamin; Sun, Min
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Teacher Workforce Developments: Recent Changes in Academic Competiveness and Job Satisfaction of New Teachers. CEPA Working Paper No. 15-16
Quelle	(2015), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Job Satisfaction; Teacher Recruitment; Minority Group Teachers; Teacher Selection; Public School Teachers; Educational Policy; Labor Market; Educational History; Longitudinal Studies; College Graduates; Urban Schools; School Districts; Teacher Qualifications; Teacher Attitudes; Diversity (Faculty); Teacher Persistence; College Entrance Examinations; Elementary Secondary Education; Teacher Characteristics; Academic Ability; Academic Achievement; Multivariate Analysis; Rural Schools; Educational Trends; Trend Analysis; Bachelors Degrees; SAT (College Admission Test); ACT Assessment; Baccalaureate and Beyond Longitudinal Study (NCES) + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerrekrutierung; Politics of education; Bildungspolitik; Labour market; Arbeitsmarkt; History of education; Bildungsgeschichte; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulabsolvent; Hochschulabsolventin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrqualifikation; Lehrerverhalten; Aufnahmeprüfung; Schulleistung; Multivariate Analyse; Rural area; Rural areas; Ländlicher Raum; Schulen; Bildungsentwicklung; Trendanalyse; 'Bachelor''s degrees'; Bachelor-Studiengang; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The capacity of the nation's public schools to recruit and retain highly skilled teachers is a perennial concern of policy makers and school leaders. Over the past two decades, major policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered the context in which academically skilled college graduates choose whether to enter teaching, and, if so, where to teach. Using data from 1993 to 2008, we find that schools nationwide are recruiting a greater share of highly skilled college graduates into teaching, and that increases in teachers' academic skills are especially large in urban school districts that serve predominantly non-white students. On the other hand, the increase in the share of academically skilled teachers coincides with the lower likelihood of non-white teachers being hired. Once hired, non-white teachers report substantially lower job satisfaction than other teachers. The issue of how to recruit and support highly skilled and diverse teacher workforce remains pressing. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01