Teacher Education and Development Study in Mathematics - IEA

More documents

Recommendations

Info

PART 2: THAILAND 161 Finally, the total number of hours teachers spend teaching varies according to education level. In 2003, all basic-education teachers taught an average of 187 days, but primary school teachers taught for 900 hours, lower-secondary school teachers for 1,100 hours, and upper-secondary school teachers for 1,200 hours. We estimated the salaries detailed in Tables 45 and 46 with reference to labor force surveys of 1996 and 2005. We made these estimates by age group. Although males and females receive the same pay relative to equal experience and education, experience levels may vary somewhat between males and females of the same age. Our earnings estimates included bonuses paid on top of the base salary. The tables show that the mean monthly earnings for female teachers in 1996 were very similar to those of female scientists and non-scientists. However, by 2005, this situation had changed in favor of non-teaching professionals. For males, teacher salaries were already below those of competing professions in 1996, and the gap grew over the next nine years, a development that was unsurprising, given the large oversupply of teachers in Thailand during these years. Nonetheless, the numbers also suggest that schools would have experienced increasing difficulty over these years recruiting mathematics teachers and science teachers with the level of knowledge needed to be good teachers of these subjects. Table 45: Thailand, Mean Monthly Earnings, by Occupation, Age, and Gender, 1996 (current US dollars) Scientists Teachers Non-Scientists Age Females Males Females Males Females Males 20–24 302 310 227 218 233 266 25–29 356 433 272 263 297 335 30–34 372 439 333 352 350 376 35–44 455 648 478 501 484 538 45–54 840 887 615 649 641 753 55–64 629 1,432 689 757 698 851 Source: Statistical Information Service and Dissemination Group, Thai Labor Force Survey, 1996. Table 46: Thailand, Mean Monthly Earnings, by Occupation, Age, and Gender, 2005 (current US dollars) Scientists Teachers Non-Scientists Age Females Males Females Males Females Males 20–24 436 395 192 167 208 217 25–29 293 378 183 210 240 282 30–34 401 472 227 254 299 376 35–44 516 622 373 418 413 483 45–54 705 794 559 549 567 643 55–64 903 1,059 675 629 740 840 Source: Statistical Information Service and Dissemination Group, Thai Labor Force Survey, 2005.
162 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Figures 62 to 65 make the same point with reference to median earnings (including bonuses). Median earnings reflect earning differences at the “true” middle of the income distribution. These earnings over a lifetime confirm the finding that earning differences between mathematics-oriented professionals (scientists) and teachers increased between 1996 and 2005, making it more difficult in 2005 to recruit persons skilled and knowledgeable in mathematics and science into teaching. The fact that teacher salaries fell from 1996 to 2005, whereas scientists’ salaries fell less severely and, for females, tended to increase, suggests that the oversupply of teachers had a severe dampening effect on teacher income in Thailand. It is unusual to see declining incomes for university graduates in any country during this period, but in 1997, the Southeast Asian financial crisis produced a sharp recession in Thailand that drove down most wages over the next year. Our data make clear that teacher salaries and non-scientist salaries did not recover by 2005, and that whereas scientists’ salaries also did not recover, female scientists, much more than female nonscientists, did some catching up salary-wise with male scientists. However, a fairly large gap in earnings between the two types of occupations for both males and females was very much in evidence. Figure 62: Thailand, Median Monthly Earnings of Males with Bachelor’s Degree, by Age and Occupation, 1996 900 Monthly Eaarnings (current US dollars) 800 700 600 500 400 300 200 100 0 20–24 Scientists 25–29 30–34 35–44 45–54 55–64 Age Group Teachers Non-Scientists
Page 1 and 2:
TEACHER EDUCATION AND DEVELOPMENT S
Page 3 and 4:
2 TEACHER PAY AND STUDENT MATHEMATI
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
10 TEACHER PAY AND STUDENT MATHEMAT
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
100 TEACHER PAY AND STUDENT MATHEMA
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112: 110 TEACHER PAY AND STUDENT MATHEMA
Page 161: 160 TEACHER PAY AND STUDENT MATHEMA
show all

Teacher Education and Development Study in Mathematics - IEA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?