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ERIC Number: EJ1170507
Record Type: Journal
Publication Date: 2018
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
The Global Teaching Profession: How Treating Teachers as Knowledge Workers Improves the Esteem of the Teaching Profession
Price, Heather E.; Weatherby, Kristen
School Effectiveness and School Improvement, v29 n1 p113-149 2018
To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: "To what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession?" The strongest domain traits that correlate with feeling valued as a teacher are teachers' satisfaction with their working conditions, involvement in school decision making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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