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The purpose of this paper is to consider how the level and structure of teacher salaries affect student outcomes and the possibility of improving student achievement in the USA.

The analysis integrates an underlying economic model of the role of salaries in the teacher labor market with existing empirical results.

Much of the current policy discussion about teacher salaries is very unclear about how student outcomes will be affected by changing policies. The US is at a “bad equilibrium” where it cannot increase salaries for effective teachers without increasing salaries for ineffective teachers and thus it is stuck with a teaching corps that is harming both students and the future economic performance of the country. Dealing with problems of the productivity of schools must involve altering the structure of the single salary schedule for teachers.

The discussion focusses exclusively on the US schooling system, although there are obvious parallels to systems in other countries.

The paper provides an overarching model of how the structure of salaries for teachers has broad implications of school outcomes.

Improved long-run economic outcomes depend crucially on reforms that involve rewarding the most effective teachers but not the least effective.

The integrated approach to the consideration of teacher salaries provides a way of assessing the discordant policy discussions related to teacher salaries.

The purpose of research is to attempt to determine to what extent the salary level of teachers working in public educational systems is connected with the trend towards privatization considering that privatization has become nowadays a prominent phenomenon in educational systems around the world.

A secondary analysis of the 2003 data coming from 29 OECD countries is conducted attempting to reveal what educational as well as economic antecedents other than the GDP per capita may account for the differences among various countries in the salary level of teachers working in public education.

When GDP per capita is controlled in the analysis, it is evident that teacher salary level is correlated with the degree of privatization characterizing a particular educational system. Specifically, the evidence suggests that if less than 15 percent of the students study in private schools in a given state, teachers' salaries are likely to be below the expected salary according to the state's GDP per capita.

These findings enable the conclusion that the existence of a private sector alongside the public one may indirectly contribute to an increase of the salary level of teachers working in the public education sector.

The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored.

This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized.

Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary).

Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

In a study of staff motivation and morale a sample of high school teachers in an administrative area of the New South Wales centralized system was asked to complete a questionnaire on their reactions to a number of factors influencing their attitudes to teaching. One question referred to salary satisfaction, another to non‐material factors affecting work attitudes. A strong service drive was reflected in the respondents' replies. The majority of teachers, especially males, felt that their salaries were not a true reflection of the value of their work, but that they would not work harder if their salaries were increased. The factors which influenced the respondents' attitudes most favourably were pride in achievement of ex‐pupils, stable school routine, appreciation from parents and an assurance that their work was regarded as being as important as every other teacher's. Examination of the data suggests that high morale in teaching is chiefly dependent upon the fulfilment of altruistic rather than material needs.

Some would have us believe that tieing librarians' salaries to teachers' salaries does not help librarians (see Betty Turock's editorial in The Bottom Line 1/1). She contends that since both professions are gender‐typed, with salary standards influenced not only by market forces but by the culturally determined patterns of unequal compensation found in occupations where women predominate, we would be better off forgetting teachers' salaries as benchmarks in our salary negotiations.

The purpose of this paper is to model the determinants of executive compensation of school district superintendents using structural equation models (SEM). These chief executives have unique characteristics and function in a complex environment, due in part to the political nature of the position. SEM has not been used widely to test archival data using economic theory. The complex environment of superintendent salaries is a test case for the viability of the SEM approach. The success of SEM depends on the development of a strong theoretical base. The theory developed assumes that compensation should be based, in part, on fiscal and academic performance, indicating that accounting-related information including performance measures should be important in this context. In this case, a complex theoretical structure was reduced to a relatively simple model: superintendent salary can be best explained with three direct effects (enrollment, teacher salary, and the local tax percentage) plus indirect effects by including two additional factors (white percentage and percent economically disadvantaged). Performance did not influence salary, suggesting that future superintendent compensation contracts should consider financial- and education-based performance measures.

The current classifications for public school costs are provided by the National Center for Educational Statistics. To improve comparability between school districts, we provided an alternative classification with fewer numbers of expenditure categories, distinctions between school-based and non-school based administration costs, and school levels. The new classification was then applied to five comparable urban school districts. We found (1) that teacher salaries per student are affected by school level disaggregation; (2) that separating administrative costs into school-based and nonschool- based provides for an observable cost relationship; and (3) that curriculum and instructional support per student differ by school level disaggregation. The alternative classification may assist auditors and investigators whose role is to assess the costs performance of urban school districts by providing comparable school level and cost type.

The purpose of this paper is to identify the determinant factors of teachers’ and health workers’ absenteeism in Indonesia.

The research is based on desk study where the research explores the existing literatures about health and education sectors in Indonesia and explores the existing data about health and education sectors in Indonesia. The research is also based on the author's experiences as an employee of central government.

The author identifies six determinant factors of teachers’ and health workers’ absenteeism. These include the following: inadequate infrastructures (road and bridge); bad working conditions; absence of sanction; bribery; side jobs; and low salaries (only for health workers).

Since Indonesia is a big country, this research could only identify six determinants; there might be other determinants, which are not identified. Further research in absenteeism should take the decentralization system in Indonesia into account. The decentralization system must have a big impact on absenteeism, whether it is to reduce or to increase the practices of absenteeism.

The bribery has an important role in that it makes people lazy to work and makes them perform absenteeism.

Emphasizes the need for coherence between the reward structure and the organizational culture of effective schools. Provides a framework for discussion which includes a typology of rewards, including pecuniary, non‐pecuniary extrinsic and intrinsic rewards. Analyses several pay‐for‐performance strategies, classified by permanency of increases (merit or incentive) and mode of distribution (individual or group). Explores the perceived advantages and disadvantages of various merit and incentive plans in support of effective schools. Suggests that more attention to a closer fit between compensation strategies, organizational strategies, and workforce behaviours is required to increase the positive effects of reward structures.