Science teacher shortage and the moonlighting culture: The pathology of the teacher labour market in Uganda

Urwick, James; Kisa, Sarah

doi:10.1016/j.ijedudev.2013.11.004

Cited by 17 publications

(11 citation statements)

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“…Having to work in more than one school is called a "moonlighting" trend. It contributes to problems of poor service and is seen as part of a questionable tendency to commercialise teaching (Urwick, Kisa, 2014). In addition, studies have shown that it negatively affects teachers' job satisfaction and their relationships with pupils, parents, and colleagues (Roce, Malen, 2003).…”

Section: Discussionmentioning

confidence: 99%

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The situation of geography teachers on the labour market in Poland: overt and covert issues

Piróg¹,

Hibszer²

2020

EJG

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Economic, social and cultural changes generate new challenges on the labour market for teachers in every country. Poland has recently witnessed significant changes in factors that were identified in literature as crucial to the situation of teachers on the labour market, such as systemic reforms, demographic trends, the overall situation on the labour market and occupational prestige. The scale and impact of some of these factors can be precisely measured and statistically accounted for, yet there are others that remain somehow hidden. The objective of the article is to present and analyse the current situation of geography teachers in Poland, taking into account the impact of both overt and covert factors. The paper is based on an analysis of primary and secondary data. Primary data were collected during our own research on online job advertisements and revolved around information on the real demand for geography teachers. Secondary data were official reports and statistics related to the social and professional standing of teachers in Poland. The analysis proves that in the last ten years the population of teachers has aged and experienced a drop in real wages. There has also been an increase in staff turnover and patchwork careers. Moreover, we have observed that it is highly unlikely to secure a full-time position as a geography teacher and that there have been huge fluctuations in the prestige of geography as a school subject. The identified changes can result in a shortage of qualified geography teachers in the short term, particularly in cities

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Section: Discussionmentioning

confidence: 99%

“…This potential and the role of teachers are acknowledged in EU documents (e.g. Education for change, 2014) and in research papers (Hargreaves, 2009;Brysch, Boehm, 2014;Urwick, Kisa, 2014;Bourn, 2016;Lindqvist, Nordänger, 2016;Sukhorukov, Gladkiy, 2019).…”

Section: Introductionmentioning

confidence: 99%

The situation of geography teachers on the labour market in Poland: overt and covert issues

Piróg¹,

Hibszer²

2020

EJG

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“…c. Gamero Burón et Lassibille (2016) ; Guajardo (2011) ; Ramachandran, Bhattacharjea et Sheshagiri (2008). d. Ávalos et Valenzuela (2016 ; Gamero Burón et Lassibille (2016) ; Liu et Onwuegbuzie (2012) ; Luschei et Chudgar (2017) ; Osei (2006) ; Urwick et Kisa (2014).…”

Section: Les Mesures Prises Pour Motiver Et Encourager Les Enseignant...unclassified

Présentation. Enseigner et apprendre les langues africaines ou en langues africaines

SAMARI¹,

MOHAMADOU²,

MÉTANGMO-TATOU³

2023

JEYNITAARE

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De nombreuses années après leur indépendance, les pays africains continuent de rencontrer, sur le plan éducatif, d’énormes difficultés qui écornent notablement la qualité des enseignements dispensés et donc des apprentissages. Dans leur récent rapport, l’Unicef et l’Union africaine (2021, p. 15) font remarquer que la moyenne du taux d’achèvement scolaire diminue drastiquement en passant du primaire (65 %) vers le premier cycle (41 %) et le second cycle (23 %) du secondaire. La Banque mondiale signalait déjà trois ans plus tôt, en citant Van Fleet, que « 37 millions d’enfants africains apprendront si peu à l’école qu’ils ne seront pas beaucoup plus avancés que ceux qui n’ont jamais été scolarisés » (2018, p. 71). Ce diagnostic préoccupant, qui révèle une crise de l’apprentissage dans ce continent (Banque mondiale, 2018; Puren et Maurer, 2018), est la conséquence de la conjonction de plusieurs facteurs dont le plus constant et assez documenté est le choix fait par différents pays au niveau des langues de scolarisation (Métangmo-Tatou, 2001; 2019; Tourneux, 2011).

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“…High mobility and teacher attrition are also common, which is understandable given that teachers working in LFPS often earn only 20-30 per cent of what government staff earn, or less (Barrera-Osorio & Zable, 2009;Ohba, 2013;Tooley & Dixon, 2006). Urwick and Kisa (2014) also report an increase of teacher mobility in Uganda, with increased competition for teachers between private schools and increased moonlighting behaviour by teachers in order to enhance their pay. All these factors have significant implications for the quality of education offered.…”

Section: Qualitymentioning

confidence: 99%

The growth of private actors in education in East Africa

Oduor-Noah¹

2021

Realizing the Abidjan Principles on the Right to Education

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Science teacher shortage and the moonlighting culture: The pathology of the teacher labour market in Uganda

Cited by 17 publications

References 10 publications

The situation of geography teachers on the labour market in Poland: overt and covert issues

The situation of geography teachers on the labour market in Poland: overt and covert issues

Présentation. Enseigner et apprendre les langues africaines ou en langues africaines

The growth of private actors in education in East Africa

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