You can consider it especially in terms of:
a. teachers' working hours
b. teachers' salary
c. working conditions
d. holidays
e. colleagues
f. administration, etc.
Any comment is welcome!
Regards,
Hulya
In my experience, working conditions, which includes the environment play a key role. Early in my career, I desired increased responsibility and changed Universities to attain a chair position. Now, as a long-tenured full Professor, I enjoy the role of instructor/student mentor much more than the source of endless and often meaningless paperwork. So, yes job satisfaction, however it is defined.
To create the appropriate atmosphere for teaching and to create the physical conditions in lesson rooms
Teachers are no different from other professionals from other careers. The idea of a poorly paid "missionary" teacher working endless hours, away from the decisions that condition teaching and learning and, above all, without the recognition of society, led to the teachers losing some of their will to be in an institution by the their pedagogical project. In this way, it only remains for teaching institutions to look at teachers as professionals who move for better living conditions. In the near future a "good teacher" will be a rarity.
@Margaret MacDougall: I meant "keep working" - sorry if it is not explicit.
Hi Hulya
It wasn't clear to me whether you meant:
1) continue in the same job rather than leave
or alternatively,
2) continue working with the same degree of commitment while in the same job.
I appreciate that the two are related, but they refer to different ideas.
so .. is it 1), 2), both or neither? Sorry that I am still not clear
Teachers need to feel accepted and appreciated by by colleagues, administrators and students. They also need enough "space" to experiment, and not be afraid if experiments don't work as well as they hoped.
Are we talking about lecturers and/or teachers in higher education or in public and private schools?
Depending on the level that we are talking is the criteria to keep or not lecturers or teachers in the educational institutions.
At college level, depending on where you are working there is a rank: professor, associate professor, assistant professor, adjunct professor, lecturer, Instructor.
The rank is based on level of education (i.e. Ph.D., MA, MS, etc.), accomplishments, scholarly, publications, discoveries, (i.e. research institutions, etc.).
Most of the research Institutions requires Ph.D.'s to teach, and usually students enrolled at graduate school teach at undergraduate level in particular if they have a fellowship or are teaching assistants (TA's).
Instructors, adjunct professors or lecturers are not subjected to the same scrutiny that assistants, associates and professors have. The later usually are required to bring money to the Institutions, publish and commit to administrative roles at times (i.e. Chair, etc.).
The lecturers, adjunct professors and Instructors, depending on how they name it, need usually a Master degree, teaching experience and some credentials in the area that they teach. The support of the department they teach is crucial; are under contract and unionized (i.e. SUNY).
On the contrary, in public /private schools for secondary and primary school, teacher positions require teaching certification; passing the state board exams that allow the person to be fully qualified to be in a permanent track position. Master is a must. Those who serve as substitutes are not in permanent track positions, their credentials range as their experience and they are paid according to the days worked. These substitute teachers are considered to be well paid. Many retirees assume substitute positions as well as those who may not have a teaching certification.
Teachers' working hours, teachers' salary, working conditions are best consideration to ensuring lecturer continuity in education institution.
Hello,
Amid the wide range of factors ensuring the continuity of one's work in educational circles, I suppose reflective teaching and reflectivity are essentially important in the sustainability of a teaching position. Reflection on action and reflection in action can help us to self evaluate the quality of our teaching and make amendments thereof.
Best regards,
R. Biria
Autonomy in work & healthy working environment will ensure continuity of teachers in educational institutions.
Evellyn's query invites an answer. However, from a personal viewpoint working at the University of Edinburgh in Scotland, I think that it is good to see that opportunities for promotion up to the professorial level are not limited to those who have been afforded the opportunity to define their role as predominately an academic research role unrelated to their teaching and to seek promotion on this basis. Educational research within one's own field is academic research in its own right and may require a great deal of personal initiative and effort. It should also be seen as complementing learning and teaching development and outcomes managed by the educator and as such, contributing to the progression of an academic whose role is teaching focused. I would be interested to learn whether or not other higher education insititutes are accepting of this more inclusive approach to academic promition.
I wanna say something else. In this era, educational institutions have to have counseling deparment to support individuals.
Teaching at higher institutions requires a competent pedagogue who is grounded in the discipline knowledge. Furthermore, a success in higher education depends on supervision and publications.
To begin with, since teaching demands inner drive much more than external motivation, teachers need to be passionate about what they do. On top of that, both the working environment (their freedom, representation, recognized contribution to the system, etc) and their pay should also be motivating enough to help them discharge their responsibilities.
Hello,
In my view point, it is better to say a mixture of all will guarantee continuity, but you restricted us to special choices of yours, therefore, in my opinion better working condition beside a good payment are the base and comprehensive.
When the educational institution's vision and mission are transparent, and the relationships among all the parties involved in the educational process reflect that transparency, all possible problems could be resolved, no matter what. That is, creating conditions conducive to healthy relationships helps everyone to open up, be honest, and helpful.
If the pay, conditions, administration, co-workers, etc. are horrible then teachers in the United States would seek to leave. However, sometimes that is mitigated by other factors. How long do you have invested in the system? If you are close to retirement, you will not willingly abandon your pension. What are your ties to this place? In the United States, insurance is a big factor. This is especially true if you or an member of your family has a health condition. Are you taking care of an elderly parent or a sick child. These factors might cause you to stay. Is there work in your field? In the US some academic fields are glutted with qualified applicants (i.e. English, humanities, etc.). Full Time, Tenure Track, positions are rare in these fields and becoming more scarce as universities turn to non-tenure track and adjunct labor. If you have tenure or in a tenure track slot where you are at you might think twice before you decide to hit the road. Another factor is age. When you are young, you are mobile. As you increase in age and academic rank, your ability to be viewed as an attractive job candidate decreases. Age discrimination is against the law in the US. Everyone, including the US government practices it regularly. All of these things are factors in the decision to stay or leave.
Good facilities and tools to work it, funds and viable platforms for researches, good salary with adequate retirement benefit.
Teachers desert because they do not achieve satisfaction during the exercise of their work, beyond low salaries, it is necessary to theoretically corroborate this problem whose study, fortunately, has progressed in recent years, albeit in a dispersed manner.
The studied problems of the health of the teacher are not grouped, until today, in a system of ordered knowledge (Hygiene of pedagogical work), similar to the hygienic specialization achieved in other branches of production and services.
In my experience, working conditions, which includes the environment play a key role. Early in my career, I desired increased responsibility and changed Universities to attain a chair position. Now, as a long-tenured full Professor, I enjoy the role of instructor/student mentor much more than the source of endless and often meaningless paperwork. So, yes job satisfaction, however it is defined.
Basic working conditions are very important. Salaries be market related; workplace- with good developmental policies, and good infrastructure; a good management and governance.
If this conditions are not met, staff members are likely to seek greener pastures somewhere. The institution will have high attrition and turnover.
Furthermore, institutions without plans on young and new academics, talent related strategic plans, will loose competent and promising young academics to other institutions.
Adaptive processes definitely influence, it is first and foremost a health issue.
Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH
Adaptive processes definitely influence, it is first and foremost a health issue.
Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH
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