It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness

Chingos, Matthew M.; Peterson, Paul E.

doi:10.1016/j.econedurev.2010.12.010

Cited by 165 publications

(107 citation statements)

References 19 publications

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“…With regard to the additional formal higher degree earned, it was also surprising that two of the UPTs had earned a master's degree and only one of the PTs had such an academic qualification. In research on teachers and teaching, however, this finding is not new, as previous studies such as one by Chingos and Peterson (2011), have shown a similar result.…”

Section: Factors Relating To An Efl Teacher's Professionalism After Tmentioning

confidence: 41%

Factors Contributing to EFL Teachers' Professional Development in Indonesia

Amin

Saukah

2016

ehe

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This study was aimed at investigating factors contributing to English as a Foreign Language teachers' professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher's professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors. AbstrakStudi ini ditujukan untuk menginvestigasi faktor-faktor yang berkontribusi dalam pengembangan profesi guru Bahasa Inggris atau EFL, dan bagaimana faktor tersebut membentuk profesionalisme mereka. Subyek penelitian adalah enam guru Bahasa Inggris pada sekolah menengah atas (SMA) dibawah naungan Kementrian Pendidikan dan Kementrian Urusan Agama di tiga wilayah di Indonesia. Temuan studi mendapati beberapa faktor personal dan lingkungan yang teridentifikasi berkontribusi pada profesionalisme guru Bahasa Inggris, baik sebelum maupun setelah masa training pendidikan Bahasa Inggris. Sebelum masuk masa training, ada dua faktor personal yang berpengaruh: minat terhadap bahasa Inggris sedari awal dan prestasi tinggi, walaupun pengalaman terekspos bahasa Inggris sejak dini juga dinilai sebagai faktor lingkungan. Setelah masa training dan memasuki dunia pengajaran, pengembangan profesi mereka dipengaruhi oleh faktor personal yang meliputi tingkat kepuasan pekerjaan, komitmen terhadap pembelajaran sendiri dan pembelajaran siswa, keterampilan komunikasi, dan resiliensi atau daya kekuatan; dan faktor lingkungan, yang meliputi siswa, fasilitas sekolah, kolega guru, perubahan kurikulum, kepemimpinan sekolah, dan sistem pengawasan.

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Section: Factors Relating To An Efl Teacher's Professionalism After Tmentioning

confidence: 41%

Factors Contributing to EFL Teachers' Professional Development in Indonesia

Amin

Saukah

2016

ehe

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“…This method of compensation presumes that there is a link between acquiring these skills and student outcomes. However, there is little evidence to suggest this link exists (Kane, Rockoff, and Staiger, 2008;Chingos and Peterson, 2011;Hanushek and Rivken, 2004). Under performance pay, teachers are typically rewarded based on student performance on standardized tests.…”

Section: Overview Of Performance Pay Programsmentioning

confidence: 99%

Teacher behavior under performance pay incentives

Jones

2013

Economics of Education Review

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Over the last decade many districts have implemented performance pay incentives to reward teachers for improving student test scores. Economic theory suggests that these programs could alter teacher work effort, cooperation, and retention. Because teachers can choose to work in a performance pay district that has characteristics correlated with teacher behavior, I use the distance between a teacher's undergraduate institution and the nearest performance pay district as an instrumental variable. Using data from the 2003 and 2007 waves of the Schools and Staffing Survey (SASS), I find that teachers respond to performance pay incentives by working fewer hours per week at school. Performance pay also decreases participation in unpaid cooperative school activities, while there is suggestive evidence that teacher turnover decreases. The treatment effects are heterogeneous; male teachers respond more positively to performance pay than female teachers. In Florida, which restricts state performance pay funding to individual teachers or teams, I find that work effort and teacher turnover increase. JEL Classifications: I21, I28, J33, M5

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“…Some students may want to learn a lot and take on too many subjects; while others may seek only limited learning at a slower pace than others. Good teachers are those who seek to encourage the best out of their students, often understanding what would be good or not good for their students (Banerjee et al, 2012;Chingos and Peterson, 2011). These teachers also seek to manage the issues and difficulties encountered by their students.…”

Section: Confucianism and Character Education In Chinese Societymentioning

confidence: 99%

“…These teachers also seek to manage the issues and difficulties encountered by their students. Some students may take longer learning and may have a different understanding or conceptualization of character education (Chingos and Peterson, 2011; Science Publications…”

Section: Confucianism and Character Education In Chinese Societymentioning

confidence: 99%

Confucianism and Character Education: A Chinese View

Chou

Huang³

2013

Journal of Social Sciences

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The principles of Confucianism are founded on humaneness, righteousness, propriety, knowledge, integrity and filial piety. These principles have found their way to the Chinese culture since the days of Confucius. The study reviews the concept of Confucianism and its influence in Chinese context. Also, the relationship between Confucianism and character education is discussed. Character education is based on the transmission of values and within Chinese society and most of these values have been founded on the teachings of Confucius. Filial piety has strongly been conditioned within the principles of Confucianism and the respect of one's elders. Character education has been promoted by teachers and elders who focus on the transmission of values from one generation to the next. Character education is supported by the theories and teachings set out by Confucius, mostly in relation to humaneness and integrity, as well as collectivism. The individualistic trends are discarded within character education, as the welfare of the society and the collective is prioritized.

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It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness

Cited by 165 publications

References 19 publications

Factors Contributing to EFL Teachers' Professional Development in Indonesia

Factors Contributing to EFL Teachers' Professional Development in Indonesia

Teacher behavior under performance pay incentives

Confucianism and Character Education: A Chinese View

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