Teacher Education and Development Study in Mathematics - IEA
Teacher Education and Development Study in Mathematics - IEA
Teacher Education and Development Study in Mathematics - IEA
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This report presents the results of the <strong>in</strong>ternational study on teachers’ relative<br />
salaries. The study, conducted alongside the <strong>IEA</strong> <strong>Teacher</strong> <strong>Education</strong> <strong>and</strong><br />
<strong>Development</strong> <strong>Study</strong> <strong>in</strong> <strong>Mathematics</strong> (TEDS-M), <strong>in</strong>cluded 20 countries represent<strong>in</strong>g<br />
a wide range of economic development levels <strong>and</strong> national educational policy<br />
structures. The countries were Australia, Botswana, Bulgaria, Chile, Ch<strong>in</strong>ese Taipei,<br />
F<strong>in</strong>l<strong>and</strong>, France, Germany, Hong Kong SAR, Italy, Republic of Korea, Mexico, Norway,<br />
the Philipp<strong>in</strong>es, S<strong>in</strong>gapore, Spa<strong>in</strong>, Switzerl<strong>and</strong>, Thail<strong>and</strong>, the United K<strong>in</strong>gdom, <strong>and</strong><br />
the United States.<br />
The data on which the study was based came from various sources: government<br />
documents <strong>and</strong> statistics, official surveys, <strong>in</strong>ternational statistics (Organisation<br />
for Economic Co-operation <strong>and</strong> <strong>Development</strong>, the World Bank), <strong>and</strong> national <strong>and</strong><br />
<strong>in</strong>ternational studies, <strong>in</strong>clud<strong>in</strong>g the <strong>IEA</strong> Trends <strong>in</strong> International <strong>Mathematics</strong> <strong>and</strong><br />
Science <strong>Study</strong> (1995, 1999, 2003) <strong>and</strong> the OECD PISA Programme for International<br />
Student Assessment (2001, 2004).<br />
In this report, the authors compare the salaries of primary <strong>and</strong> secondary school<br />
mathematics teachers with the salaries of <strong>in</strong>dividuals <strong>in</strong> other mathematics-oriented<br />
professions, such as eng<strong>in</strong>eer<strong>in</strong>g, scientific research, <strong>and</strong> account<strong>in</strong>g. They also<br />
<strong>in</strong>vestigate the relationship between what mathematics teachers are paid <strong>and</strong> the<br />
scores of lower-secondary school students on TIMSS <strong>and</strong> PISA. An expected outcome<br />
of the study was that the scores of students on the TIMSS <strong>and</strong> PISA mathematics<br />
tests <strong>in</strong> societies with higher rates of teacher pay would exceed the scores of<br />
students <strong>in</strong> societies with lower rates of teacher pay.<br />
The results partially confirmed this hypothesis: a positive <strong>and</strong> statistically significant<br />
relationship emerged between student performance <strong>and</strong> teacher salaries <strong>in</strong> the<br />
case of male (not female) teachers. This f<strong>in</strong>d<strong>in</strong>g rema<strong>in</strong>ed constant even when the<br />
authors controlled for GDP per capita <strong>and</strong> <strong>in</strong>come distribution. The authors discuss<br />
several possible reasons for this correlation, among them the idea that higher<br />
teacher pay draws <strong>in</strong>dividuals with higher mathematics skills <strong>in</strong>to teach<strong>in</strong>g, thereby<br />
result<strong>in</strong>g <strong>in</strong> better student performance. The lack of a close relationship between<br />
female teachers’ relative salaries <strong>and</strong> student performance is expla<strong>in</strong>ed by the<br />
notion of a separate dynamic <strong>in</strong> most societies related to how well women are paid<br />
relative to men.
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