Aspiring Teachers, Financial Incentives, and Principals' Recruitment Practices in Hard-to-Staff Schools
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| Title: | Aspiring Teachers, Financial Incentives, and Principals' Recruitment Practices in Hard-to-Staff Schools |
|---|---|
| Language: | English |
| Authors: | Jill Blackmore (ORCID |
| Source: | Journal of Education Policy. 2024 39(2):233-252. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Shortage, Teacher Attitudes, Occupational Aspiration, Teacher Placement, Foreign Countries, Incentives, Compensation (Remuneration), Teacher Motivation, Educational Policy, Decision Making, Teacher Recruitment, Teacher Persistence |
| Geographic Terms: | Australia |
| DOI: | 10.1080/02680939.2023.2193170 |
| ISSN: | 0268-0939 1464-5106 |
| Abstract: | The crisis of teacher shortages in Anglophone nation states can no longer be ignored as this long-term issue has been compounded by the pandemic. Growing evidence of the challenges of attracting and retaining a teaching workforce is now foregrounded in education policy internationally. This issue provides increased impetus for studying teacher motivations and principal dispositions particularly in relation to roles in hard-to-staff schools that tend to be in disadvantaged or rural communities in terms of how policies are received and enacted. This mixed methods study examined a teacher financial incentive (TFI) scheme aimed at facilitating the appointment of qualified teachers in hard-to-staff government schools in Victoria, Australia. Although evidence of TFI scheme's effects and effectiveness as a policy solution to teacher shortages is limited, TFI schemes are widespread internationally. Our study shows that while the Victorian TFI scheme resulted in successful appointments for most participating schools, a financial incentive was only one among many other policy settings, personal and professional factors and other motivations informing teachers' decisions to apply for a TFI position and the recruitment practices of principals. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410864 |
| Database: | ERIC |
| Abstract: | The crisis of teacher shortages in Anglophone nation states can no longer be ignored as this long-term issue has been compounded by the pandemic. Growing evidence of the challenges of attracting and retaining a teaching workforce is now foregrounded in education policy internationally. This issue provides increased impetus for studying teacher motivations and principal dispositions particularly in relation to roles in hard-to-staff schools that tend to be in disadvantaged or rural communities in terms of how policies are received and enacted. This mixed methods study examined a teacher financial incentive (TFI) scheme aimed at facilitating the appointment of qualified teachers in hard-to-staff government schools in Victoria, Australia. Although evidence of TFI scheme's effects and effectiveness as a policy solution to teacher shortages is limited, TFI schemes are widespread internationally. Our study shows that while the Victorian TFI scheme resulted in successful appointments for most participating schools, a financial incentive was only one among many other policy settings, personal and professional factors and other motivations informing teachers' decisions to apply for a TFI position and the recruitment practices of principals. |
|---|---|
| ISSN: | 0268-0939 1464-5106 |
| DOI: | 10.1080/02680939.2023.2193170 |
