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Article
Publication date: 11 June 2019

Ti-Ching Peng

This paper aims to analyse the spatial effect of school input – “student–teacher ratio” – on property prices in Taipei Metropolis, Taiwan. The falling fertility rate inevitably…

Abstract

Purpose

This paper aims to analyse the spatial effect of school input – “student–teacher ratio” – on property prices in Taipei Metropolis, Taiwan. The falling fertility rate inevitably changes educational system since more less-experienced part-time teachers are hired for the sake of schools’ budget. Hence, in addition to full-time teachers, part-time teachers are included in measuring the student–teacher ratio to see if an increase in part-time teachers, indicating the possible plunge of school quality, may decrease the value of nearby properties.

Design/methodology/approach

Three types of spatial regressions (including spatial lag, spatial error and SARAR models), which incorporate different kinds of spatial dependencies into hedonic models, are applied to reveal the relationship between two measures of student–teacher ratios and property values.

Findings

Conventional variables, including housing attributes, demographics and local facilities, demonstrated their consistent and expected influence on property prices. More importantly, the significant “student–teacher ratio 2” (both full-time and part-time teachers) indicated that low-paid, less-experienced and overworked part-time teachers can hardly deliver quality instruction, which inevitably causes harm to school credit and potential buyers’ confidence in valuing neighbouring properties.

Practical implications

Facing the decrease in children and the shrinking budget, the solution to maintain teacher’s quality is to remove the unnecessary administrative chores from full-time teachers and let them do their jobs rather than hiring part-time teachers. Good school input quality should add value to nearby properties, which in return appeals more students to enrol in this school and further elevate schools’ financial burden.

Originality/value

This paper is one of the few studies that consider part-time teachers in capitalising school-input quality into property prices. The increase in part-time teachers, which may lead to an illusion that each student could have higher degree of individual attention from teachers, actually lowers the education quality distributed to all the students. It provides a different perspective in defining the importance of teaching quality to property values in Chinese culture.

Details

International Journal of Housing Markets and Analysis, vol. 12 no. 5
Type: Research Article
ISSN: 1753-8270

Keywords

Article
Publication date: 1 January 1985

J.M. WOOD and J. COOPER

This study sought to investigate teacher perceptions of the cost/benefits associated with the introduction of Permanent Part Time Teaching (P.P.T.T.) into a large regional…

Abstract

This study sought to investigate teacher perceptions of the cost/benefits associated with the introduction of Permanent Part Time Teaching (P.P.T.T.) into a large regional secondary school system. Data were obtained through the completion of a P.P.T.T. questionnaire. This instrument was designed to reveal a cost/benefit calculus associated with the introduction of P.P.T.T. for each of the following areas: effects upon teachers' working conditions; effects upon the market mechanism for teacher employment; effects upon the teaching and administration of schools; and effects upon social and personal interactions and lifestyle. A stratified random sample of 371 urban teachers and 282 rural teachers provided the data base for the study. It was found that the respondents in this study overwhelmingly support the introduction of P.P.T.T. within this region. The high ratio of obtained benefits to costs (4:1), using the level one assumption, clearly illustrates the magnitude of teacher support for the implementation of this work time innovation.

Details

Journal of Educational Administration, vol. 23 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 9 February 2015

Jean-Louis Berger and Céline Girardet

Potential teacher shortage and low esteem of vocational education and training (VET) educator profession, together with the importance of attracting individuals best suited for…

Abstract

Purpose

Potential teacher shortage and low esteem of vocational education and training (VET) educator profession, together with the importance of attracting individuals best suited for the profession, lead to concerns about the reasons why people become VET educators as a second career. Accordingly, the purpose of this paper is to investigate the determinants of career choice in Swiss VET educators using an adaption of the Factors Influencing Teaching Choice framework (Watt and Richardson, 2007).

Design/methodology/approach

With a sample of 605 VET educators undergoing initial teacher training, the authors first provide a description of the determinants of career choice at the sample level, based on a motivational model and analyze differences in these determinants between three types of VET educators. Then, the authors contrast it to the conclusions of other studies on teachers’ career choice.

Findings

There are somewhat different determinants driving this career choice depending on the type of educators. In terms of motivation, intrinsic value is the most important determinant of a career as VET teacher. VET educators value the activity of teaching more than the potential advantages it may offer.

Originality/value

The findings of the research provide an insight into VET teachers’ career choice and how to promote the attractiveness of the profession.

Details

Education + Training, vol. 57 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 August 2008

Jesús Cambra‐Fierro and Jesús Cambra‐Berdún

The purpose of this paper is to analyse whether teachers can be described as part‐time marketers (PTM) and therefore their influence on the perception of their organisations'…

803

Abstract

Purpose

The purpose of this paper is to analyse whether teachers can be described as part‐time marketers (PTM) and therefore their influence on the perception of their organisations' image.

Design/methodology/approach

In order to identify perceptions of students and their parents, a series of focus groups (ten) were developed. The resultant data were analysed using the NVivo software.

Findings

Teachers are identified as PTM within the educational context. Therefore, how students and their parents perceive their activity influences the image of quality of their educational institutions.

Research limitations/implications

The limitations relate to qualitative approaches. This paper considers only the Spanish context.

Practical implications

Educational institutions need to stimulate their teachers to show a positive image. Adequate strategies for selection, training and motivation are necessary.

Originality/value

Teachers can be explicitly described as marketers. Implications are discussed at the end of the paper.

Details

Marketing Intelligence & Planning, vol. 26 no. 5
Type: Research Article
ISSN: 0263-4503

Keywords

Article
Publication date: 5 September 2023

Erica Smith

The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.

Abstract

Purpose

The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.

Design/methodology/approach

The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.

Findings

There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.

Research limitations/implications

The research did not include empirical survey work and suggests that this needs to be carried out urgently.

Practical implications

The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.

Social implications

It argues for a recognition of the importance of the VET sector beyond its function of serving industry.

Originality/value

It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 1 June 2007

Kenneth A. Root, Steven A. Root and Louise A. Sundin

In recent years the Minneapolis (Minnesota) Public Schools have displaced over 1,800 teachers and professional staff. While there is an extensive job loss literature, there is no…

Abstract

In recent years the Minneapolis (Minnesota) Public Schools have displaced over 1,800 teachers and professional staff. While there is an extensive job loss literature, there is no information available on the adjustments encountered by displaced teachers. Survey data were obtained from a random sample of teachers and licensed staff who were downsized from 2000–2001 through 2003–2004. The majority of downsized teachers reported difficulty in finding another teaching position, in large part because many of them were laid-off during the summer after other districts had completed their hiring. Continuing lay-offs have cut deeper into the seniority roster, exacerbating job insecurity tension for downsizing survivors.

Details

Workplace Temporalities
Type: Book
ISBN: 978-0-7623-1268-9

Book part
Publication date: 29 March 2021

Eunice S. Han and Jeffrey Keefe

The research predicts which public school teachers are likely to resign their union membership since agency fees were found unconstitutional in Janus v. AFSCME. We compare teachers

Abstract

The research predicts which public school teachers are likely to resign their union membership since agency fees were found unconstitutional in Janus v. AFSCME. We compare teachers in right-to-work states with comprehensive collective bargaining laws with teachers in former agency shop states, using unique district-teacher matched data constructed from the School and Staffing Survey. We find that teachers who are male, Hispanic, part-time, with alternative certification, work either in charter schools or in schools with more students qualifying for free lunches are more likely to become nonunion. Teachers who are black, work under a collective bargaining, have post-graduate degrees, are more experienced, work in larger schools or in areas with a higher cost of living, perceive more school problems or a poor school climate, work in an elementary school, or teach special education are more likely to remain union members now that agency shop provisions are unenforceable.

Details

Advances in Industrial and Labor Relations
Type: Book
ISBN: 978-1-83982-132-5

Keywords

Article
Publication date: 1 June 2021

Yunqi Chen and Yusen Xu

Corporate universities are regarded as the knowledge management institution of enterprises, but how to improve knowledge enhancement function has not been investigated…

Abstract

Purpose

Corporate universities are regarded as the knowledge management institution of enterprises, but how to improve knowledge enhancement function has not been investigated. Constructed upon the knowledge-based view, the purpose of this study is to investigate the influencing factors of knowledge enhancement of corporate universities.

Design/methodology/approach

This paper takes 34 Chinese corporate universities as samples. The influencing factors and interrelationships are checked through exploratory case study and multi-case analysis. A “stimulate-action” model of influencing factors is built up based on the multi-case analysis. The fuzzy set qualitative comparative analysis is used to examine configurational paths for knowledge enhancement.

Findings

The research finding shows that only a single element of knowledge management does not constitute a necessary condition for knowledge enhancement of corporate university and explored the concurrent synergy effect and linkage matching mode of multiple conditions of knowledge management. Most of the knowledge-enhanced corporate universities are of strengthening the knowledge process, which shows that sorting out the knowledge process is the core of the corporate university.

Originality/value

Unlike the existing research, the external teachers and combing of external knowledge processes are the key factors; this paper proposed that the internal teachers and sorting out the knowledge process within the enterprise play a central role in the knowledge enhancement of corporate universities. The path of high-knowledge enhancement and without high-knowledge enhancement is asymmetry. This paper refined and extended the application of the knowledge management framework in explaining multiple conjunctural causations and improves the relevant theories of organizational knowledge management in the Chinese context.

Details

Kybernetes, vol. 51 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 26 August 2014

Ai Yue, Yaojiang Shi, Fang Chang, Chu Yang, Huan Wang, Hongmei YI, Renfu Luo, Chengfang Liu, Linxiu Zhang, James Yanjey Chu and Scott Rozelle

– The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance.

Abstract

Purpose

The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance.

Design/methodology/approach

The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper.

Findings

The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results.

Originality/value

This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.

Details

China Agricultural Economic Review, vol. 6 no. 3
Type: Research Article
ISSN: 1756-137X

Keywords

Article
Publication date: 27 October 2020

Angel Kit Yi Wong, Sylvia Yee Fan Tang, Dora Dong Yu Li and May May Hung Cheng

The purpose of this paper is threefold. Firstly, a new concept, teacher buoyancy, is introduced. Based on the significance to study how teachers bounce back from minor and…

Abstract

Purpose

The purpose of this paper is threefold. Firstly, a new concept, teacher buoyancy, is introduced. Based on the significance to study how teachers bounce back from minor and frequent setbacks (vs. major adversities emphasized in resilience) in their daily work and the research on buoyancy by Martin and Marsh, a dual-component framework to conceptualize this new concept is introduced. Secondly, the development of a new instrument, the Teacher Buoyancy Scale (TBS), to measure it is presented. Thirdly, results of a study using the TBS are reported, which provide insights into how teacher buoyancy can be fostered.

Design/methodology/approach

The study employed a quantitative design. A total of 258 teachers taking a part-time initial teacher education (ITE) program completed the TBS. Their responses were analyzed by exploratory factor analysis (EFA). In addition to descriptive statistics and reliability coefficients, Pearson correlation coefficients were calculated to examine the relationship among the factors.

Findings

The data analysis indicated five factors, namely, Coping with difficulties, Bouncing back cognitively and emotionally, Working hard and appraising difficulties positively, Caring for one's well-being and Striving for professional growth. These factors can be readily interpreted by the dual-component framework. Correlations among the factors further revealed that enabling factors can be subdivided into more proximal personal strengths relating to direct coping, and more distal personal assets pertaining to personal well-being. It is the latter that correlates most highly with perceived teacher buoyancy.

Originality/value

The most original contribution of this paper is the proposal of the new concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching. The delineation between buoyancy and resilience sharpens the focus of the problem domain that is most relevant to teachers. The development of the TBS provides a useful and reliable instrument to examine teacher buoyancy in future studies.

Details

Journal of Professional Capital and Community, vol. 6 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

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