Educational Inequality and the Poverty Trap in Teacher Recruitment

Abstract

The unique identifiers of the teachers and schools in each contract allowed us to link the administrative information with the information from the Population and Housing Census on the characteristics of the districts where the schools were located. The database built contained all the contracts of the Ministry of Public Education in 2018, 37,281 contracts offered to 19,622 teachers who were proprietary, interim, or novice and desired to enter the system.The Ministry of Public Education offers contracts to teachers for a specified number of lessons up to a maximum of 40 lessons per week (full-time position). From the contract base, we excluded those contracts that were offered for less than half that number of lessons (20 lessons) per school. Short-hour contracts are often rejected by teachers and are "unattractive" because they are forced to work in more than one school and to accept more than one contract to complete their salary (DIUE, 2018; Lentini, 2019). In the decision that teachers make to accept more than one contract, factors that cannot be observed through the model (for example, proximity to two schools where the same teacher works) can also have a significant impact.The exclusion of contracts of less than 20 lessons meant that the base remained with 14,960 observations. The second exclusion we made was that of contracts that were already assigned to teachers in permanent positions, to keep only those that were offered to temporary or novice teachers. Therefore, the final base of contracts that we selected, once those with less than 20 lessons and the permanent ones have been eliminated, was made up of 6,070 contracts.

Bullying at School and Students’ Learning Outcomes: International Perspective and Gender Analysis

“…The shortage of educational materials and staff can be considered a lack of inputs in an educational production function and this negatively affects learning (Hanushek & Woessmann, 2011). Urban schools tend to have better infrastructure and teachers than rural ones, which contributes to higher students’ outcomes (Gimenez et al, 2018, Lentini et al, 2023; Sullivan et al, 2013). Private schools usually have more autonomy in designing teaching activities and managing the school, leading to their students achieving better results (Fuchs & Wößmann, 2007).…”