Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea

Kang, Nam-Hwa; Miao, Hong

doi:10.3102/0013189x08319571

Cited by 86 publications

(56 citation statements)

References 14 publications

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“…The high success of the South Korean students on international exams draws attention to the teacher training and teacher qualities. Indeed, much research (Angrist & Lavy, 1998;Boyd, Grossman, Lankford, Loeb & Wyckoff 2009;Kang & Hong, 2008) reveals the relationship between student success and teacher quality. Recent studies (Scheerens & Bosker, 1997) have revealed that the quality and methods of teaching impact student success more than the school environment.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

Aslan¹

2015

EJER

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Problem Statement: Teacher self-efficacy is important factor for school and student success. This study investigates the variables that explain teacher self-efficacy in Turkey and South Korea according to TALIS 2008 data. A detailed comparison was conducted and the state of the teaching profession in both countries is discussed. Purpose of the Study:The study aims to compare the teaching profession in Turkey and South Korea in relation to teacher self-efficacy.Method: Data relating to a total of 6194 teachers participating in TALIS 2008 from Turkey and South Korea were re-analyzed and evaluated in relation to teacher self-efficacy. For this purpose TALIS 2008 data were taken from the OECD official web page and subjected to stepwise multiple regression analysis in relation to the variables that can explain teacher selfefficacy.Findings: Results indicated that in both countries, the variable that best explains the teacher self-efficacy is teacher-student relations in the school environment (TSRELAT). The second variable that best explains the teacher self-efficacy is the classroom disciplinary climate (CCLIMATE) for Turkish teachers, it is professional collaboration (TCCOLLAB) for South Korean teachers. Third variable is professional collaboration for Turkish teachers, while it is classroom disciplinary climate and teacher's job satisfaction in South Korean teachers. Job satisfaction is the fourth variable that explains the teacher perception of self-efficacy in Turkey. Lastly, while the respect given for the teaching profession within the society appears to be a weak variable for explaining self-efficacy level of Turkish teachers; it appears to be a more effective variable for South Korean * Assist. Prof. Dr., Ankara University, Faculty of Educational Sciences, baslan@ankara.edu.tr 2 Berna Aslan teachers. All the variables together explain 22% of the variance in Turkey and 28% of the variance in Korea in relation to teacher self-efficacy. Conclusion and Recommendations:The variable that best explains the teacher self-efficacy in both countries was found to be teacher-student relations in the school. Results were discussed by supporting the literature.

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Section: Introductionmentioning

confidence: 99%

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

Aslan¹

2015

EJER

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“…In Japan and Korea, teachers are civil servants hired at the country or regional level. The central or regional governments assign teachers to schools that are in need of teachers and rotate teachers among schools periodically to guarantee the equal distribution of teachers within the region [39,40]. In many European countries, where teachers are also civil servants, governments can assign teachers to particular schools or compel teachers to move between schools if necessary [41].…”

Section: Factors Explaining Teacher Mobilitymentioning

confidence: 99%

The draw of home: How does teacher’s initial job placement relate to teacher mobility in rural China?

2020

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Across the world, certain schools struggle to recruit and retain qualified teachers. This study explores teacher mobility across schools in rural China. Using a dataset from the Gansu Survey of Children and Families, this study investigates how teacher's initial job placement relates to teacher mobility across schools. The findings show that non-local teachers whose initial placements were not in their hometowns were more likely to switch schools. Non-local teachers were also more likely to move for family reasons, compared to moving for personal development or due to involuntary transfer by the local government. The findings suggest that localized recruitment and deployment of teachers can be valuable for reducing teacher mobility rate and retaining teachers in hard-to-staff areas.

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“…They must enrol at one of ten national universities of education (gyodae) or two public universities and only one undergraduate department in a private women's university. As a result of this selective process, South Korea has one of the most highly qualified teaching forces, with nearly 100 per cent obtaining professional degrees and certification (N.-H. Kang & Hong, 2008). 3 In 2017, the fertility rate reached an all-time low of 1.05, an 11.9 per cent decrease from the previous year (Korea Times, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers as good mothers, mothers as good teachers: Functional and ideological work–family alignment in the South Korean teaching profession

Kang¹,

Park

2019

Gender Work & Organization

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As one of the largest women‐dominated employment niches in many national contexts, the teaching profession has been widely studied, yet the gender, work and family negotiations within this profession deserve fuller attention. The case study of South Korean teachers, one of the most highly qualified teaching workforces in the world, illuminates how particular professions create specific challenges as well as supports for work and family that can counter national patterns of women's low labour force participation. This study engages with theoretical debates regarding ‘work–family conflict' and ‘work–life balance' to develop the alternative framework of ‘work–family alignment' giving greater attention to cultural, ideological and functional dimensions within specific occupations and national contexts. However, rather than expanding opportunities for women, work–family alignment often depends on conformity to normative gender roles — both at work and within families. Nonetheless, the framework of work–family alignment can inform policy implementation by demonstrating that both functional and ideological supports are needed for workplace and state policies to be effective.

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Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea

Cited by 86 publications

References 14 publications

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

The draw of home: How does teacher’s initial job placement relate to teacher mobility in rural China?

Teachers as good mothers, mothers as good teachers: Functional and ideological work–family alignment in the South Korean teaching profession

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