Teacher Education and Development Study in Mathematics - IEA

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PART 2: SINGAPORE 145 Figure 54: Singapore, Mean Monthly Earnings (Excluding Annual Bonuses) of Males, by Age and Occupation, 2004 to 2005 6,000 5,000 Monthly Earnings (current Singapore dollars) 4,000 3,000 2,000 1,000 0 20–24 Teachers 25–29 30–34 35–44 45–54 55–64 Age Group Accountants Engineers Figure 55: Singapore, Mean Monthly Earnings (Excluding Annual Bonuses) of Females, by Age and Occupation, 2004 to 2005 6,000 5,000 Monthly Earnings (current Singapore dollars) 4,000 3,000 2,000 1,000 0 20–24 25–29 30–34 35–44 45–54 55–64 Age Group Teachers Accountants Engineers References Ministry of Education. (2008). Education statistics digest. Singapore: Author. Retrieved August 18, 2009, from http://www.moe.gov.sg/education/education-statistics-digest/esd-2008.pdf. Ministry of Manpower. (2004). Occupational survey. Singapore: Author. National Institute of Education (2007). BA(Ed)/B.Sc(Ed) programs, 2006/07. Singapore: Author.
146 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Spain Composition of the teacher labor force According to the Anuario Estadístico de España 2007 (Statistical Yearbook of Spain, 2007), published by the National Institute of Education (2007), the number of students enrolled in Spanish primary schools (both public and private) declined slightly between the mid 1990s and 2004/2005, from about 2.6 million to 2.5 million. Enrollments rose a little in basic- and upper-secondary schools. The number of classroom teachers increased considerably, especially relative to the number of students. Between the mid 1990s and 2004/2005, the number of teachers in non-university public schools increased by nearly 19%. These changes resulted in reductions in student–teacher ratios in preschools and in primary and secondary schools in Spain. Additionally, between the 1994/1995 and the 2004/2005 school years, the number of young people enrolled in teacher preparation programs in Spain increased from 68,748 to 95,550 (Ministry of Education and Science, 2004). In 2005, about 70% of all primary teachers were women, as were 56% of secondary teachers (Eurostat, 2008). Between 1990 and 2001, the percentage of female students enrolled in primary teacher preparation programs increased from 40.8% to 73%. The relative percentage of females graduating from these programs was even greater than the percentage enrolled, indicating not only that more females than males study to be primary teachers, but also that females are more likely to complete their programs of study. At the secondary level, a much larger proportion of female teachers than male teachers participates in the year-long pre-service course. In 2001, for example, females made up 80% of all students in these courses. Moreover, the number of females in secondary pre-service courses increased by 22% between 1995 and 2001. The number of males studying to be secondary teachers increased by just over one percent (Sanz Vallejo, Ortiz Gordo, & Álvarez Prieto, 2003). These trends indicate a growing feminization of both the primary and secondary teacher workforces in coming years. In terms of the academic backgrounds of secondary education teachers, prospective teachers tend to come largely from the humanities and social sciences. In 2001, nearly 9.5% of students enrolled in secondary pedagogical aptitude courses had degrees in foreign languages, more than 17% had backgrounds in geography and history, and nearly 19.5% had degrees in language. In contrast, a little over eight percent had degrees in mathematics and just over seven percent had degrees in physics and chemistry (Sanz Vallejo et al., 2003). Two final features of the teacher workforce in Spain are its relatively low attrition rate and its limited mobility. In the five years before 2003, only about one percent of the public school teaching staff left public school teaching. Workers in the education sector also remained in their profession longer than workers in most other sectors. Additionally, most teachers who left the profession did so because of retirement or ill health. Only in rare cases did teachers apply to permanently leave the profession. Also, although approximately 25% of public school teachers applied for school transfers during the five-year period, fewer than one-third of these teachers were granted their requests (Sanz Vallejo et al., 2003).
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