Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool.
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| Title: | Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool. |
|---|---|
| Authors: | Sherif, Victoria1, Chapman, Kathryn2, Rous, Beth3 |
| Source: | Journal of Education Human Resources. Jan2023, Vol. 41 Issue 1, p50-73. 24p. |
| Subject Terms: | *Preschool education, *Early childhood education, *Teacher retention, *Professional education, *Teacher development |
| Abstract: | The success of preschool programs is largely dependent upon a high-quality teaching workforce. Preschool educators are critical in supporting a child's socio-emotional development, motivation, school readiness, achievement, and overall learning. While expected to be professionally prepared similarly to their colleagues from elementary and secondary education, public preschool teachers face substantial underpayment and a higher workload. This study, which was part of a larger study focused on the Kentucky early childhood workforce, presents findings on compensation inequity for teachers and teaching assistants working with children aged three to five years in public preschool programs. The average public preschool teacher reported having a college degree with 11 years of experience in their current position and 12 years of experience in public preschool. The average teaching assistant reported having some college credits or a Child Development Associate degree with six years of experience in their current position and nearly nine years of preschool-based experience. Teachers and teaching assistants reported low wages in comparison with similarly qualified teaching staff at kindergarten through high school levels, with some having to work secondary jobs. Despite the wage gap, teaching preschool was a career choice for most respondents. To keep high-quality teachers and teaching assistants in public preschool classrooms, it is necessary to pay them a higher wage and provide support for their ongoing professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184509086 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sherif%2C+Victoria%22">Sherif, Victoria</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chapman%2C+Kathryn%22">Chapman, Kathryn</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rous%2C+Beth%22">Rous, Beth</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Jan2023, Vol. 41 Issue 1, p50-73. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The success of preschool programs is largely dependent upon a high-quality teaching workforce. Preschool educators are critical in supporting a child's socio-emotional development, motivation, school readiness, achievement, and overall learning. While expected to be professionally prepared similarly to their colleagues from elementary and secondary education, public preschool teachers face substantial underpayment and a higher workload. This study, which was part of a larger study focused on the Kentucky early childhood workforce, presents findings on compensation inequity for teachers and teaching assistants working with children aged three to five years in public preschool programs. The average public preschool teacher reported having a college degree with 11 years of experience in their current position and 12 years of experience in public preschool. The average teaching assistant reported having some college credits or a Child Development Associate degree with six years of experience in their current position and nearly nine years of preschool-based experience. Teachers and teaching assistants reported low wages in comparison with similarly qualified teaching staff at kindergarten through high school levels, with some having to work secondary jobs. Despite the wage gap, teaching preschool was a career choice for most respondents. To keep high-quality teachers and teaching assistants in public preschool classrooms, it is necessary to pay them a higher wage and provide support for their ongoing professional development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184509086 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jehr-2021-0067 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 50 Subjects: – SubjectFull: Preschool education Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Teacher retention Type: general – SubjectFull: Professional education Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sherif, Victoria – PersonEntity: Name: NameFull: Chapman, Kathryn – PersonEntity: Name: NameFull: Rous, Beth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2562783X Numbering: – Type: volume Value: 41 – Type: issue Value: 1 Titles: – TitleFull: Journal of Education Human Resources Type: main |
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