Teacher incentives in the Third World

Chapman, David W.; Snyder, Conrad W.; Burchfield, Shirley

doi:10.1016/0742-051x(93)90045-i

Cited by 31 publications

(13 citation statements)

References 5 publications

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“…According to Chapman, Snyder and Burchfield (1992) instructional leadership can positively or negatively influence teachers' level of job dissatisfaction. The findings of this study reveal that instructional supervision in schools contributes to teachers' level of job dissatisfaction.…”

Section: Discussionmentioning

confidence: 99%

Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana

Isaiah¹,

Nenty²

2012

PSYCH

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African governments tend to refuse to accept the obvious truth that dissatisfaction among teachers has contributed significantly to their inability to attain their educational goals at all levels. A disgruntled worker cannot put in assiduous effort at achieving set goals, especially goals whose levels of achievement are not readily obvious. The spirit underlying the natural pride of contributing to the growth and development of human beings is greatly robbed by the dissatisfaction among teachers. This study tries to determine what factors predict this dissatisfaction among teachers in community junior secondary schools in the South Central Region of Botswana. To determine these for teachers in the 55 community junior secondary schools in the South Central Region of Botswana, a validated 68-item questionnaire with 6-Likert-type options designed to measure level of job satisfaction and factors that influence it were administered to 255 teachers from 12 randomly selected schools in the area. A stepwise regression analysis of the resulting data showed that of the nine variables that combine to account for 57% of the variability in the level of teacher's job dissatisfaction, refusal by parents to be involved in the education of their children accounted for 34% of such variance. The findings were discussed and recommendations made.

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Section: Discussionmentioning

confidence: 99%

Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana

Isaiah¹,

Nenty²

2012

PSYCH

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“…Direct benefits include salaries, allowances and fringe benefits. Indirect benefits include things that improve teachers' working lives, such as subsidised housing, food, teacher guides, in-service training, status in their community, choice of location for the next assignment, and recognition and approval of significant people in the teacher's life (Kemmerer 1990;Chapman et al 1993). The most powerful incentives are those that link direct compensation (as opposed to nonmonetary rewards) to the performance of the target behaviour (Windham and Chapman 1990).…”

Section: Organisational Approachmentioning

confidence: 98%

“…As such, they have the greatest influence on student achievement. Even other materials-or technology-based innovations depend heavily on the support of the classroom teacher for their success (Chapman et al 1993). Nevertheless, teachers in the MENA region have been criticised for using outdated teaching strategies that overemphasise student test scores (Bacchus 2006;Benard 2006), propagate a culture of elitism, fail to deliver differentiated instruction and neglect the need for professionalisation (Heyneman 1997).…”

Section: Introductionmentioning

confidence: 99%

Education Quality in the Middle East

Chapman

Miric

2009

Int Rev Educ

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Some of the most dramatic growth in the provision of primary and secondary education over the last decade has occurred across countries of the Middle East and North Africa (MENA). Yet student achievement across MENA is lagging compared to many other parts of the world. Low quality of education is a primary concern and one of the greatest challenges facing education and government leaders across the region. This paper summarises recent evidence regarding student learning in the MENA region and draws on Galal's model of policy formulation in considering ways that governments across the Middle East might address this problem.Re´sume´-É DUCATION DE QUALITÉ AU MOYEN-ORIENT -L'enseignement primaire et secondaire des pays du Moyen-Orient et de l'Afrique du Nord (MENA) a connu l'une des croissances les plus spectaculaires au cours de la dernie`re de´cennie. Les re´sultats scolaires des e´le`ves de la re´gion MENA accusent cependant un retard par rapport a`de nombreuses autres re´gions du monde. La qualite´insuffisante de l'enseignement constitue dans cette re´gion un souci majeur et l'un des plus grands de´fis auquel sont confronte´s les responsables des secteurs e´ducatifs et des gouvernements. Les auteurs de cet article font la synthe`se des donne´es re´cemment collecte´es sur l'apprentissage des e´le`ves dans la re´gion MENA et se re´fe`rent au mode`le de Galal pour la formulation de politiques, en examinant les moyens par lesquels les gouvernements du Moyen-Orient pourraient s'attaquer au proble`me des re´sultats insuffisants de l'apprentissage scolaire.Zusammenfassung -BILDUNGSQUALITÄ T IM NAHEN OSTEN -Im letzten Jahrzehnt ist das Bildungsangebot im Primar-und Sekundarbereich in den La¨ndern des Nahen Ostens und Nordafrikas (MENA) mit am sta¨rksten gewachsen. Dennoch hinkt die MENA-Region in puncto Schulleistungen hinter vielen anderen Weltregionen her. Die mangelnde Bildungsqualita¨t ist ein wichtiges Thema und eine der gro¨ßten Herausforderungen fu¨r Funktionstra¨ger des Bildungswesens und der Regierungen in der gesamten Region. In diesem Papier werden Erkenntnisse u¨ber schulisches Lernen in der MENA-Region zusammengefasst. Bei den Ü berlegungen, wie die Regierungen in Nahost das Problem mangelhafter Schulleistungen angehen ko¨nnten, wird auf Galals Modell zur Erarbeitung politischer Handlungskonzepte zuru¨ckgegriffen.Resumen -LA CALIDAD DE LA EDUCACIÓ N EN ORIENTE MEDIO -Durante la u´ltima de´cada se ha registrado uno de los crecimientos ma´s espectaculares en provisio´n de ensen˜anza primaria y secundaria a lo largo y a lo ancho de los paı´ses de Oriente Medio y Norte de Á frica (MENA, por sus siglas en ingle´s). Sin embargo, el rendimiento escolar de la regio´n MENA esta´n quedando a la zaga de muchas otras partes del mundo. La baja calidad de la ensen˜anza es una de las principales preocupaciones y uno de los mayores desafı´os para los responsables de la educacio´n y gobernantes de la regio´n. En este trabajo, los autores resumen los datos recogidos

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“…This was attempted while the actual situation in most schools in Swaziland resembled the picture in many other African nations. Classroom processes can usually be characterized as: teacher-centred; content-driven; examination-oriented; emphasis on lecturing, note-taking, memorization and recall; whole class approach with minimal individual student involvement and chorus answering; and strict discipline (Chapman, Snyder, & Burchfield, 1993;de Feiter et al, 1995;Fuller, Snyder, Chapman, & Hua, 1994;Macdonald & Rogan, 1990;Prophet & Rowell, 1994;Stuart, 1991;van den Berg, Lunetta, & Finegold, 1994).…”

Section: Design Of the In-service Interventionmentioning

confidence: 98%

Effects of In‐service Education on Improving Science Teaching in Swaziland

Stronkhorst

Akker

2006

International Journal of Science Education

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This paper discusses the findings of an evaluative and interpretive study into the potential of inservice education to improve science education in Swaziland. Short-term and long-term effects of an in-service intervention are evaluated in terms of changes in classroom processes. The teaching approach of participating teachers has been monitored and analysed before, during and 1 year after the in-service intervention, to assess whether changes occurred. The study revealed the subjective interpretations of teachers about those changes, also in relation to contextual factors. Recommendations are put forward to enhance the potential of in-service education in comparable contexts.

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Teacher incentives in the Third World

Cited by 31 publications

References 5 publications

Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana

Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana

Education Quality in the Middle East

Effects of In‐service Education on Improving Science Teaching in Swaziland

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