Higher Education

Ballantine, Jeanne H.; Spade, Joan Z.; Stuber, Jenny

doi:10.4135/9781071873212.n12

Cited by 5 publications

(15 citation statements)

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“…Recall from the first row that there is no significant effect on having a child enter our broadest definition of public sector. This may be because the public sector spans occupations of various prestige (e.g., lawyers, librarians, and janitors), while the occupational status of teaching is unique (Ingersoll & Collins, 2018). Considering declining or at least stagnant mobility in the U.S., we might expect an effect of moms in our strictest definition on children being in the broadest definition that includes teachers—but there is not, which suggests there is something unique about traditional public sector work that is passed down.…”

Section: Resultsmentioning

confidence: 99%

A Tradition of Public Service in Families

Jacinto

2022

Review of Public Personnel Administration

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While much is known about the public sector workforce, less is known about parental influences as a determinant of public sector work. This paper begins to answer this question by estimating a simple model of intergenerational transmission to test whether public sector work is passed down in families. Data from the National Longitudinal Survey of Youth and its intergenerational component indicate that children of public sector mothers are five percentage points (42%) more likely to work in the public sector than the children of private sector mothers. Heterogeneity analyses reveal the important role unions play in the transmission of public sector work. However, the main results do not vary by child race or gender. The results have implications for recruitment strategies in the public sector and highlight the role of parents as possible sources of public service motivation for children.

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Section: Resultsmentioning

confidence: 99%

A Tradition of Public Service in Families

Jacinto

2022

Review of Public Personnel Administration

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“…It also departs from how society has treated other occupations that claim professional status, such as physicians. Ratings chip away at an image of teachers as professionals, although that image itself is contested in the scholarly literature by scholars who view teaching more appropriately as a semi-profession (Flack, 2020; Horowitz, 1985; Ingersoll & Collins, 2018). We still do not formally rate doctors as “effective,” although individual patients and their families may voice their opinions, increasingly on websites that do allow ratings.…”

Section: Discussionmentioning

confidence: 99%

The Rhetoric of Teacher Evaluation: New York City Teachers’ Responses to Performance Labels

Pallas

2021

Educational Policy

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This paper uses the case of New York City teachers’ interpretations of the labels that are assigned to their performance to explore how teachers experience teacher evaluation systems. Based on our analyses of 141 interviews with New York City teachers, we argue that the ordinal performance labels assigned to teachers by New York City’s Advance teacher development and evaluation system—Highly Effective, Effective, Developing, and Ineffective—have meanings that extend beyond how they locate teachers in relation to one another, or in relation to an absolute standard of teaching performance. The labels can evoke powerful emotions in teachers, and may stymie policymakers’ hopes that they will be motivated by the labels to redouble their efforts to teach well. Teachers’ reactions to the labels can also reveal their strategies to resist the redefinition of teachers’ work.

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“…medicine, law) are claimed to be self-governing, distinguished by having collegiate autonomy over the conditions and curricula of professional training, socialisation into the values of a professional community, certification of professional competence, and conditions of work and practice. These activities are underpinned by codes of ethics, standards of professional integrity, judgement and loyalty, determined again by the profession itself (Beck and Young, 2005; Ingersoll and Perda, 2008). In contrast, the teaching “profession” is not self-governing, does not determine standards for its workers, and does not directly control entry and exit of its members in the same way as, for example, the legal and medical professions.…”

Section: Introductionmentioning

confidence: 99%

Teacher professionalism: Chinese teachers' perspectives

Day

Kohls

et al. 2023

JPCC

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PurposeThis study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.Design/methodology/approachThe research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.FindingsThe analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.Research limitations/implicationsThe authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.Practical implicationsThe practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.Social implicationsThe social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.Originality/valueThe research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.

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Higher Education

Cited by 5 publications

References 0 publications

A Tradition of Public Service in Families

A Tradition of Public Service in Families

The Rhetoric of Teacher Evaluation: New York City Teachers’ Responses to Performance Labels

Teacher professionalism: Chinese teachers' perspectives

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