tinoca reis roldão 2014 the impact of teachers with graduate degrees in the portuguese school...

The impact of teachers with graduate degrees in the Portuguese

school system

Tinoca, L.1; Reis, P.1 & Roldão, M.C.2

1Institute of Education, University of Lisbon; 2Portuguese Catholic University

Overview Context

Objectives of the study

Methodology

Results

Discussion

Context

Initial teacher training (5 years since 1980’s; since 2007: 3+2)

In-service teacher training Workshops; short-courses; seminars… (ø~40hrs) Masters in Education (since 1980’s)

Objectives

1. To characterize the distribution and typology of teachers with graduate degrees in continental Portugal

2. To analyze the impacts (in terms of use and implications) of teachers with graduate degrees on the improvement of the school system

Methodology

Sequential mixed methods design Large scale surveys (12 subscales – reliability α: 6,9-

9,1) Teachers with graduate degrees (N=4197) School directors (N=2676)

Case studies

Quadro de distribuição geral das PG

Levels National totals

Teachers with graduate degrees

Sample

Pre-K 8.343 336M+6D 244

1-4 24.640 994M+22D 845

5-6 80.845

21843+

59002

8123M+421D 2872

7-9 + 10-12

Special needs

2.325 16M+2D 236

TOTALS 116153 9.469M (8%) + 451D (0.4%)

4.197

End of 2012/13

Experience

Years of experience Frequency %

Less then 5 23 0,5 %

5 - 10 209 5,0 %

11 - 20 1900 45,3 %

21 - 30 1554 37,0 %

More then 30 511 12,2 %

Distribution by area

Area Nº of teachers % N= 4197

Specific scientific discipline

1185 28,2

Educational studies 3012 71,8

Distribution within educational sciences

Educational Sciences field N %

Management and school administration 499 11,9

Specific didactics 235 5,6

ICT 156 3,7

Supervision of professional practice 310 7,4

Teacher assessment 15 0,4

Curriculum development 73 1,7

Reasons for pursuing a graduate degree

Reasons %

Personal satisfaction 59,1

Career progression 23,4

Need to improve knowledge 55,9

Improve professional practice 53,9

Distance training opportunity 1,7

Enrolling a prestigious university 1,7

Answering new school demands (administration, assessment, ...)

12,7

Others 6,4

Did the degree answer your expectations

Did the degree answer your expectations

%

Completely 41,9

A lot 48,8

Enough 8,2

Not enough 0,9

Not at all 0,02

Reasons for choosing your research theme

Reasons %

Improve professional practice 40,5

Supervisor’s suggestion 5,4

Easy access to the study subjects 7,9

Improve my knowledge in a specific area 19,7

Motivation for the theme 47,2

Answering new school demands (administration, assessment, ...)

12,7

Others 6,4

Perceived effects of your degree

Perceived effects None + low %

High + very high

%

Improved status in the workplace 78,5 21,5

Change to new functions 82,7 17,3

Substantial knowledge increase 4,3 95,7

Space of personal renewal 6,9 83,2

Peer recognition 68,3 31,7

Self-satisfaction 4,2 95,8

Career progression 73.9 26,1

Use given to the new competences acquired (1)

Use given to the new competences acquired None + low %

High + very high %

Planning 34,6 60,6

Conception and development of pedagogical resources

26,4 73,6

Diversifying classroom strategies 23,1 76,9

Improved student-teacher relationships 34,9 65,1

Promoting new student-teacher interaction/communication strategies

25,3 74,7

Student assessment 38,7 61,3

Use given to the new competences acquired(2)

Use given to the new competences acquired None + low %

High + very high

%

Curricular and disciplinary articulation 33,6 66,4

Cooperation/integration in supervising and management structures

62,9 37,1

Relationship with the educational community 50,7 49,3

Updating personal knowledge 4,6 95,4

Improving professional performance 11,6 88,4

Society intervention 45,0 55,0

Autonomous work 12,9 87,2

Perceived constraints at the workplace

Constraints Strongly disagree + partially disagree %

Partially agree+ strongly agree %

Lack of resources to support a change in practices

50,5 49,4

Management recognition 55,9 44,1

Peer recognition 57,8 42,2

Resistance by families 91,5 8,5

Student difficulties 91,3 8,7

Perceived constraints at the workplace

Constraints Strongly disagree + partially disagree %

Partially agree+ strongly agree %

Lack of incentive policies at the school level

47,6 52,4

Lack of collaboration with other colleagues

63,9 36,1

Lack of new school organization strategies

57,1 42,9

Administrative work overload 35,7 64,3

The directors perspective

Years of experience %

11 - 20 21,4 %

21 - 30 48,3 %

More then 30 30,3 %

TOTAL 100 %

In your job as a school director do you take advantage of the teachers with graduate degrees in your school when:

Distributing school responsibilities Promoting new initiatives Consultancy to the school management team Conceiving and implementing the school’s

professional development training program Supervision and teacher assessment School assessment responsibilities

Consultancy to the school management team

NoYesn/a

School assessment responsibilities

NoYesn/a

Distributing school responsibilities

NoYesn/a

Supervision and teacher assessment

NoYesn/a

Promoting new initiatives

NoYesn/a

Discussion Significant number of teachers with graduate degrees (~10%)

Focused on self-improvement – High levels of satisfaction

Recognition of individual gains Classroom focused Administrative work overload has the main constraint

Different perspectives on school system recognition and capitalization Mostly used as promoters of new initiatives

Discussion Questions

How important is it for a teacher’s professional development to enroll in a graduate degree?

How can teachers with graduate degrees be better used to improve the school system?

How are teachers with graduate degrees being capitalized on your country?

Thank you!

Luís Tinocaltinoca@ie.ulisboa.pt

Amadeu de Souza Cardoso, CAM, FCG