quality teachers: short supply, unevenly dstributed
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Quality Teachers: Short Supply, Unevenly distributed
By: Iwan Syahril
Teachers Matter!
CHART: Sanders, W. and Rivers, J. (1996) Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.
The mystery of quality teachers?
• The tyranny of “commonsense” - the “apprenticeship of observation” (Lortie, 1975).
• The problem of attribution error (Kennedy, 2010).
• Lack of research on core questions on teaching and its predicaments (Cohen, 2011).
• Being professional: quality & standards of practice (e.g., all teachers must have bachelor’s degree & pass certification exam).
• Being a professional: status & standing. (e.g., doubling base salary, social standing).
Teacher Professionalization
Teacher Quality & Equity
• Quality teachers are not evenly distributed.
• US: urban, suburban, rural; socioeconomic status.
• Developing world: urban/rural; socioeconomic status.
Case: Indonesia
Education in Indonesia4th world’s largest (After China, India, & USA)
50 million students
2.7 million teachers (70% of nation’s civil service)
250,000 schools
84% schools under MoNE, 16% under MoRA
Private schools: 7% elementary, 56% lower secondary, 67% upper secondary.
Teacher Oversupply in Indonesia: Student Teacher Ratio (STR)
(Del Granado et al., 2007)
• STR Asia Pacific. Primary School 31:1. Junior Secondary 25:1.
• STR Indonesia (National Policy). Primary School 40:1. Junior Secondary 28:1.
• STR Indonesia in practice. Primary School 20:1. Junior Secondary 14:1.
Source: Del Granado et al., 2007.
Source: Del Granado et al., 2007.
Inequalities in teacher distribution (Del Granado et al., 2007)
• Overall, 55% schools oversupplied, 34% schools undersupplied.
• Urban: 68% oversupplied. Rural: 52% oversupplied. Remote: 66% undersupplied.
• Part-time teachers (adding undersupply claims) 6% of public primary teachers 25% of public secondary teachers
Teacher Absenteeism
“If all teachers were regularly teaching, the average [STR in Indonesia] would be 17
students per teacher, one of the best ratios in the world. ”
Source: Del Granado et al., 2007.
Teacher deployment & decentralizationAmbiguity 1: Since decentralization, districts are responsible for employing all public school teachers except those in religious schools but wages are still transferred to the districts’ budgets from central government.
Ambiguity 2: Religious school teachers who are civil servants are managed by the education unit in the Ministry of Religious Affairs (MoRA), not by the districts.
Ambiguity 3: The salary levels and promotional and reward systems for civil servants are set centrally, although many districts provide teachers within their jurisdictions with supplementary benefits and incentives.
Ambiguity 4: It is still not clear whether districts can reduce the teaching force by dismissing some civil service teachers, as they might want to do if they were to rationalize their student-teacher ratios. This problem is significant given that the majority of teachers at the primary and junior secondary levels are civil servants."
Source: Del Granado et al., 2007.
Dilemmas?
• Should districts be fully responsible for their teachers (wages, hiring/firing, deployment, etc.)?
• If so, how should we address the variabilities among districts (rich/poor districts, urban/rural/remote)?
Centralization or Decentralization?
• Which one works better in addressing the issue of equity of teacher distribution, and in the issue of teacher absenteeism?
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