First job and the unequal distribution of primary school teachers: Evidence for the case of Chile

Cabezas, Verónica; Paredes, Ricardo; Bogolasky, Francisca; Rivero, Rosario; Zarhi, Magdalena

doi:10.1016/j.tate.2017.01.017

Cited by 15 publications

(12 citation statements)

References 45 publications

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“…The present finding is particularly worrying for highly unequal educational systems. For example, in Chile, teachers with greater social capital are less likely to work in more vulnerable schools [ 22 ]. This result means that teachers with more favorable socio-demographic characteristics and with greater cultural capital are more likely to work in schools with the same characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…Students’ allocation to schools is conditioned by the additional economic and social contribution of parents and guardians to their children’s education [ 247 , 249 , 250 ]. Moreover, teachers’ educational and social capital is related to the school environments in which they work [ 22 ]. These two features, in time, perpetuate higher teacher mobility in more socioeconomically disadvantaged schools.…”

Section: Discussionmentioning

confidence: 99%

“…As such, a high percentage of teachers would leave their schools or leave the profession altogether before reaching their peak performance [ 21 ]. Therefore, a high proportion of teachers may never achieve the expected level of expertise in schools serving the most disadvantaged students, thus impacting the quality of their teaching, and widening the inequality gap [ 5 , 13 , 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

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Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Palma-Vásquez

Carrasco

Ladino

2022

IJERPH

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Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Palma-Vásquez

Carrasco

Ladino

2022

IJERPH

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“…This is especially true in the case of disadvantaged students, for whom the impact of an effective teacher can be significantly larger (Araujo et al., 2016). However, in Latin America, there is growing evidence that students from different socioeconomic backgrounds have significant inequities in their access to high‐performing teachers (Bertoni et al., 2018a; Cabezas et al., 2017). These inequities arise partly because of teacher sorting, which occurs when relatively higher‐performing teachers disproportionally choose to teach in more advantaged schools, driving relatively lower‐performing teachers to teach in disadvantaged schools.…”

Section: Introductionmentioning

confidence: 99%

Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile

Elacqua¹,

Hincapié²,

Hincapié³

et al. 2022

J Policy Anal Manage

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Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.

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“…A diferencia de la idoneidad disciplinar, el estudio de la oferta y demanda de docentes no es algo nuevo en Chile. Las investigaciones han incorporado, por un lado, las trayectorias, movilidad y abandono de los profesores (Cabezas, Paredes, Bogolasky, Rivero & Zarhi, 2017;Fuenzalida, Ávalos, Valenzuela y Acuña, 2014;Valenzuela y Sevilla, 2013) y, por otro, su dotación y los escenarios que podrían afectarla (De Hek, De Jong y De Koning, 2017;Montoya, 2005;Montoya y Blackburn, 2010;Sánchez et al, 2013;Sepúlveda, 2015). El análisis de Sánchez et al (2013) reportó un superávit de docentes en Inglés, Educación Física e Historia, mientras en Física y Educación Básica proyectaron escasez.…”

Section: Introductionunclassified

Idoneidad disciplinar de los profesores y mercado de horas docentes en Chile

Medeiros¹,

Gómez²,

Sánchez³

et al. 2018

Cal Edu

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El presente estudio describe la situación actual de los establecimientos educacionales chilenos en función de la idoneidad disciplinar de su planta docente y profundiza en sus mecanismos de selección y asignación de profesores. Además, estima la situación actual del mercado de horas aula y analiza el efecto que podría generar en la implementación del aumento de selectividad al ingreso de la carrera docente y el de horas no lectivas, definidos en la nueva Política Nacional Docente (PND). Las estimaciones indican que existe un número considerable de horas que no está siendo impartido por docentes con la especialidad correspondiente a la disciplina o nivel requerido y que, con el aumento de las horas no lectivas y la selectividad en las carreras de educación, se generaría un déficit crítico en el mercado de horas de clases de docentes si se mantienen las condiciones actuales, o bien menores déficits o superávit, en el caso de que aumente la atracción a la profesión debido a las mejores condiciones de la carrera docente. Finalmente, se generan recomendaciones que permitirían mejorar la implementación de estos importantes y necesarios cambios para la profesión docente.

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First job and the unequal distribution of primary school teachers: Evidence for the case of Chile

Cited by 15 publications

References 45 publications

Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile

Idoneidad disciplinar de los profesores y mercado de horas docentes en Chile

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