Teacher Education and Development Study in Mathematics - IEA

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PART 1: SALARY RELATIVITIES 25 Table 1: Data Sources for Teacher Salary Comparison Studies, by Country, 1990s and 2000s Country Mathematics-Oriented Professions Teaching Australia 1990s 2000s 1990s 2000s Australian Bureau of Statistics, 1996 Census of Population and Housing Australian Bureau of Statistics, 2001 Census of Population and Housing Australian Bureau of Statistics, 1996 Census of Population and Housing Australian Bureau of Statistics, 2001 Census of Population and Housing Botswana Bulgaria Household Survey (BIHS) Household Survey (BIHS01) Chinese Taipei Chile Taiwan Manpower Utilization Household Survey data (CASEN 1996) Household Survey (2002/03) Taiwan Manpower Utilization Household Survey data (CASEN 2004) Household Survey (BIHS) Taiwan Manpower Utilization Household Survey data (CASEN 1996) Household Survey (2002/03) Household Survey (BIHS01) Taiwan Manpower Utilization Household Survey data (CASEN 2004) Finland France Germany Italy Korea Mexico Norway Philippines Singapore Spain Switzerland Finland Statistics Bureau INSEE Employment Survey, 1996 Federal Ministry of Education and Research (Socioeconomic Panel data) National Employment Survey, 1996 ENIGH 1995 National Statistics Office, Philippine Labor Force Survey, 1995 Ministry of Manpower Occupational Wage Survey, 1998 Swiss Earnings Structure Survey, 1996 Finland Statistics Bureau INSEE Employment Survey, 2002 Federal Ministry of Education and Research (Socioeconomic Panel data) Banca d’Italia Employment Survey National Employment Survey, 2005 ENIGH 2000 Statistics Norway, 2005 National Statistics Office, Philippine Labor Force Survey, 2005 Ministry of Manpower, Occupational Wage Survey, 2004 Encuesta de Estructura Salarial, 2002 Swiss Earnings Structure Survey, 2004 Finland Statistics Bureau INSEE Employment Survey, 1996 Federal Ministry of Education and Research (Socioeconomic Panel data) National Employment Survey, 1996 ENIGH 1995 National Statistics Office, Philippine Labor Force Survey, 1995 Swiss Earnings Structure Survey, 1996 Finland Statistics Bureau INSEE Employment Survey, 2002 Federal Ministry of Education and Research (Socioeconomic Panel data) Hong Kong SAR Population Census, 1995 Population Census, 2001 Population Census, 1995 Population Census, 2001 Banca d’Italia Employment Survey National Employment Survey, 2005 ENIGH 2000 Statistics Norway, 2005 National Statistics Office, Philippine Labor Force Survey, 2005 Ministry of Education (teacher salaries) Encuesta de Estructura Salarial, 2002 Swiss Earnings Structure Survey, 2004 Thailand Thai Labor Force Survey, 1995 Thai Labor Force Survey, 2003 Thai Labor Force Survey, 1995 Thai Labor Force Survey, 2003 United Kingdom Quarterly Labor Force Survey #4012, March– May, 1999 Quarterly Labor Force Survey #5211, March– May, 2005 Quarterly Labor Force Survey #4012, March– May, 1999 Quarterly Labor Force Survey #5211, March– May, 2005 United States Current Population Survey, 1995 Current Population Survey, 2000 Current Population Survey, 1995 Current Population Survey, 2000
26 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Results of the teacher salary case studies The 20 countries that we studied represent a wide array of economic development levels and national education policy structures. In many, teacher labor markets, teacher-education policies, and schooling curricula are controlled by national education ministries. In others, policies are set in a much more decentralized fashion. For example, in Botswana and Chinese Taipei, education policy is highly centralized, whereas in the United States, teacher salary structures are often determined by school districts, and teacher-education standards are set by states but implemented by highly autonomous university faculties of education. Germany is also highly decentralized in terms of educational policies and education recruitment and training, but the federal government sets salaries nationally. Table 2 presents a brief summary of the main aspects of the country case studies presented in Part 2 of this report. Almost all of the countries surveyed require primary and secondary teachers to have a university degree, but there are still many teachers in most countries without this qualification. In most countries, the vast majority of primary teachers are women. But this is not usually the case in the secondary schools of many countries, where the majority of the secondary school labor force is male. Teacher labor forces also vary considerably in their age distribution, with countries such as Germany and Italy employing a relatively old teaching force, and other countries, such as the United Kingdom, having a much younger teaching force. Our main focus in regard to the country studies was on teacher pay relative to the pay of other professions, particularly mathematics-oriented professions. Teachers in all these countries are generally paid at the same rate whether they teach mathematics, science, or other subjects. Thus, we compared the pay of teachers as an occupational group with the pay of other professionals with similar education, and we also bisected this comparison by gender. Where possible, we collected separate data for primary and secondary school teachers, given that secondary school teachers usually have different educational requirements and, in some countries, receive higher rates of pay. Table 3 shows teacher salary ratios in the early 2000s for the 20 countries we studied. We estimated this ratio by measuring the ratio of median earnings of teachers with Bachelor’s degrees to the median earnings of those in scientific occupations with Bachelor’s degrees, as well as in relation to the age brackets of 25 to 29, 30 to 34, and 35 to 39 (or 35 to 44 in those countries where the 35 to 39 category was not available). Our assumption in setting the age range from 25 to 39/44 was that the relative pay offered to workers during their first 15 to 20 years of work life is an important factor determining workers’ choice of occupation. 4 We then averaged the three ratios to get the figure in Table 3 for each country. We estimated this ratio for males and females separately. We also measured the ratio of male to female earnings at the three ages for the science-based occupations. (For some countries, we could have measured ratios of relative hourly earnings, but the number of these ratios available was too small to allow for relevant comparisons with student test scores. We therefore limited ourselves to using median annual earnings.) 4 The gradients of teacher salaries vary from country to country. In some, such as Australia, teacher salaries start out relatively high but are relatively flat in later years. In others, such as Korea and France, starting salaries are relatively lower and the gradient is steeper, which means that senior teachers earn relatively high salaries. Because our estimates give greater weight to the earlier salaries, our results may be somewhat biased.
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