Teachers and promotion: research evidence on the role of gender, career intentions, promotion criteria and teacher satisfaction  

Oleh:

Ping-Man Wong

Jenis: Article from Books - E-Book
Dalam koleksi: International handbook of research on teachers and teaching, page 511-523.
Fulltext: inter34.pdf (104.61KB)

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Many occupations and all professions offer their recruits the opportunity of pursuing a career, in the sense that individuals can be promoted through a clearly delineated promotions hierarchy. This aspect of a career is referred as its vertical mobility dimension (Ladinsky, 1963; Maclean, 1992). Promotion can therefore be regarded as the passage to a higher rank. In management, promotion is one of the reinforcers of the rewards system to help motivating employees. Other rewards include pay, recognition, desirable work assignments, autonomy and participation (Robbins & Coulter, 2002). From a motivation perspective, if rewards are allocated only on non-performance factors, such as seniority, job title, or across-the-board pay raises, employees are likely to reduce their efforts. As stated by the Peter Principle (Peter Hull, 1969), in a hierarchy using promotion solely as a reward for good performance, people tend to rise to their level of competence because good performance in one job is no guarantee of good performance in another. That is why the pay-for-performance programmes or compensation plans are gaining in popularity. Within most of the education systems, given a relatively fixed pay structure, teacher promotion is still a more important factor in motivation. Recently, many policymakers have proposed merit-pay programmes that link teachers’ salaries directly to their apparent impact on student achievement. They are concerned that the current rewards system makes it difficult to retain talented teachers and provide teachers with new incentives to raise student achievement (Jacob & Lefgen, 2006). There is another concern that the concepts of job satisfaction and promotion are not strongly related. While explicit and defensible criteria for promotion are important in maintaining and enhancing teacher morale and effectiveness, the wish to gain promotion does not explain the career behaviour of all teachers. Teachers define success and failure in their employment in a variety of ways, and are motivated for different reasons. According to Maclean (1992), teachers seeking promotion wish to maximize their influence and power within their school, to have more freedom in their work and to establish new challenges in order to relieve or reduce the threat of boredom. Additional moneyassociated with promotion is not regarded as very important. On the other hand, some teachers do not seek promotion because they are not willing to move between schools in various parts of the state or get involved with the administrative side of things. All these make teacher promotion a complex issue. This chapter is a review of recent work in the sociology of education focusing on teachers and promotion. Most of the research evidence comes from the United Kingdom, Australia and New Zealand although Nordic countries, Cyprus, Hong Kong and the United States are also mentioned. The important issues emerged in the literature include gender issues, career intentions and promotion criteria, and the satisfaction level of schoolteachers. In this chapter, they are explored separately after an introduction of the background to the sociological perspective.

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