SYNTHESIS VIDEO REPORTING

LOURIDEL T. SONGAHID BSED ENGLISH 3 BLOCK 2 DR. LYNARD BOBBY ASIRIT. CESE -PROFESSOR.

INCENTIVES FOR TEACHING IN SCHOOLS IN DIFFERENT ENVIRONMENT.

There are various types of teacher incentives:(Kemmerer 1997 )..

In Australia, the Queensland Remote Area Incentive Scheme provides cash awards of up to AUD 5 000 for the teacher to travel from their remote area to a metropolitan area for shopping or visiting family, as well as retention stipends of up to AUD 5 000 per year..

In Latin America, Chile, Peru and Bolivia have financial incentives to encourage teachers to serve in rural schools..

( Urquiola and Vegas, 2005). Bolivia. B ases salaries on a complex matrix of school designations of urban, provincial and rural, credentials earned in teacher preparation programmes , and seniority. Teaching in a rural school provides a 20% increase in initial salary placement over teaching in a provincial and urban school at each level of training credentials. The levels of training range from interim (no training) to experienced-certified (no formal training but more than nine years of teaching)..

( Urquiola and Vegas, 2005). ABD (completed training but missing a requirement for certification) and certified (graduated from teacher training and completed two years of service in a rural or provincial school). Entry into the highest salary levels is dependent on being fully certified. When experience is factored into the salary equation, location represents only about 9% of the total salary. There are two additional bonuses for teaching in rural areas: the Zone or Frontier incentives of 20% of monthly base salary for teaching in inaccessible areas or within 50 kilometers of international borders..

(Ladd, 2007. London has raised salaries in its schools by approximately 12% in order to attract teachers, but still has vacancy rates that are higher than other areas of the country..

Conducted focus groups at three teacher training institutions, a large public urban, a small private urban and a large public non-urban, soliciting information as to what would influence prospective teachers’ choices of attractive or unattractive schools in which to teach. When the analysis was done within each type of institution, large public urban, small private urban and large public non-urban, Milanowski et al ( 2007)….

responses to the quality of the principal the induction programme and curricular flexibility.

Findings from Milanowski et al, (2007) are congruent with Hanushek , Kain , and Rivkin’s (2004) research findings that working conditions were more important to experienced Texas teachers than pay differences in their decisions to change schools ..

Since their findings ( Milanowski et al., 2007 ) differ from those of Clotfelter et al. (2008) regarding retention, Milanowski et al. suggest that it may take larger incentives to attract new teachers with concerns about their preparation to teach in high-needs schools than to retain those already there..

( Goodlad 1991).. Financial benefit is rarely a motivation for teachers to enter the profession. Incentives , therefore, must not only look at financial compensation but other areas that motivate and inspire exemplary practice..

( Tomlinson 2000; Odden2000 ; Evans 2000.). These rewards can include satisfaction from appreciation, discovering new skills, high achievement from students or self-growth..

References:. Tomlinson, H., 2000. Proposals for performance related pay in English schools, School Leadership and Management, 20(3), 281-298. Odden , A. 2000. Paying teachers for performance, School Business Affairs, June, 28-31 Evans, L., 2000. The Effects of educational change on morale, job satisfaction and motivation. Journal of education change. 1(2), p.173-192. https://www.oecd.org/employment/emp/36780865.pdf Sclafani , S. and M. tucker (2006), “Teacher and Principal Compensation: An International Review”, Center for American Progress, Washington , D.C., http ://www.americanprogress.org/issues/2006/10/teacher_compensation.html/pdf/education_report.pdf, accessed May 2009 . Goldhaber , D., M. Dearmond , a. Liu and D. player (2008), “Returns to Skill and Teacher Wage Premiums: What Can We Learn by Comparing the Teacher and Private Sector Labor Markets?”, SFRP Working Paper No. 8, School Finance Redesign Project , Center on Reinventing Public Education, University of Washington, Seattle, WA. Milanowski , a., h. Longwell -Grice, F. Saffold , J. Jones, a. Odden and K. Schomisch (2007), “Recruiting New Teachers to Urban School Districts : What Incentives Will Work”, Working Paper 11, School Finance Redesign Project, Center on Reinventing Public Education, University of Washington, Seattle, WA. Hanushek , e., J. Kain , D. O’Brien and S. rivkin (2004), “The Market for Teacher Quality”, NBER Working Paper No. 11154, National Bureau of Economic Research, Cambridge, MA..

Any questions? Y ou can email me... l ouridel_songahid@knp.edu.ph.

Thank you and God bless!!!.