Teacher Education and Development Study in Mathematics - IEA

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PART 1: SALARY RELATIVITIES 33 Table 3 contains a number of surprises. For example, Chile and Mexico, both middleincome countries with very unequal income distributions, pay relatively high salaries to teachers, whereas several developed countries, such as France, Spain, and Germany, with relatively equal income distributions do not. Another surprise is the very low relative pay of teachers in the United States. We can identify, from the table, three sets of countries in the sample of 20. The first set comprises those countries that pay relatively high salaries to teachers (90% or more of a scientist’s salary). The second set includes those countries that pay teachers between 80% and 90% of a scientist’s salary. The third includes those countries that pay relatively low salaries to teachers (< 80% of a scientist’s salary). The first (high-paying) group includes Chile, Chinese Taipei, Finland, Hong Kong, Korea, Singapore, and the United Kingdom. In Mexico, salaries of female teachers are high relative to those of female scientists. If we assume that most teachers in Finland have Master’s degrees, Finland falls into the middle-paying group because Finnish teachers would be compared to higher-paid scientists with Master’s degrees. Table 3: Teacher/Scientist Earnings Ratios for Bachelor’s Graduates, by Gender, Male/Female Scientist Earnings Ratio, GDP per Capita, and Gini Coefficients, by Country, early 2000s Country Male Female Male/Female GDP per Capita Gini Net Teacher/ Teacher/ Scientist (2000 PPP$) Coefficient Secondary Scientist Scientist Salary Ratio (x 100) Enrollment Salary Ratio Salary Ratio Ratio (2004) Australia 2001 0.77 0.84 1.22 26,181 35.2 85 Botswana 2002 0.60 0.88 1.76 7,702 56.0 60 Bulgaria 2001 0.55 0.81 1.90 6,229 31.9 88 Chile 2003 0.93 0.97 1.10 9,197 57.5 70 Chinese Taipei 2004 1.04 0.98 1.03 25,000 30.8 88 Finland 2004 0.90 0.90 1.11 25,141 25.6 94 France 2002 0.70 0.75 1.09 25,318 32.7 96 Germany 2000 0.79 0.85 1.14 26,075 38.2 93 Hong Kong SAR 2001 1.14 1.25 1.21 25,784 43.4 78 Italy 2004 0.88 0.89 1.50 24,936 36.0 91 Korea 2004 0.99 0.91 0.97 15,202 31.6 88 Mexico 2004 0.78 1.07 1.58 8,920 55.0 64 Norway 2005 a 0.82 0.90 1.16 35,132 25.8 96 Philippines 2006 0.74 0.85 1.16 3,984 46.1 61 Singapore 2004 0.94 0.94 1.05 23,494 42.5 88 Spain 2002 0.79 0.83 1.16 19,969 32.5 97 Switzerland 2004 0.86 0.89 1.09 28,526 33.1 83 Thailand 2005 0.63 0.67 1.12 6,350 43.2 57 United Kingdom 2005 1.22 1.19 1.05 24,675 36.0 95 United States 2000 0.64 0.74 1.21 34,134 40.8 89 Note: a For Norway, the salary ratio is estimated for those individuals 30 to 39 years of age and 40 to 49 years of age, with both long- and short-course degrees weighted by the number of teachers and scientists in the sample with each type of degree. Given differences in the number of years of education completed by teachers and scientists with each type of degree, this estimate provides a more accurate one for the salary ratio. Source: Salary ratios—salary studies in this book; GDP per capita, Gini coefficients, and net enrollment rate—World Bank (2005). Salary ratios are estimated for the three lowest age groups and then averaged.
34 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT The second (middle-paying) group contains Italy, Norway, and Switzerland. However, several countries—Australia, Botswana, Bulgaria, Germany, the Philippines, and Spain—pay their female teachers relatively well, but male teachers receive relatively low salaries compared to scientists with the same level of education. This situation is a result in these countries of males in non-teaching professions being paid substantially more than females in non-teaching professions. The third (low-paying) group comprises France, Thailand, and the United States. Australia, Botswana, Bulgaria, Germany, Mexico, the Philippines, and Spain also pay their male teachers relatively low salaries, although the pay rates of female teachers tend to be better than those of female scientists. As we noted above, these relative salaries may not be associated with the quality of teacher education. Our basic assumption is that although higher relative teacher salaries attract people with higher academic skills into teaching, teacher education itself can be an important influence on the quality of education delivered by teachers. This situation varies from country to country, perhaps irrespective of how much teachers are paid relative to other professions. The average level of high school graduates’ mathematics knowledge could also be an important factor influencing the overall quality of mathematics teaching in a particular country. Let us assume that mathematics content knowledge is an important factor in determining mathematics teachers’ quality and that the pool of mathematics knowledge is much greater in some countries than in others. In those “higher mathematics knowledge” countries, paying even relatively low salaries for teachers could mean that those who become teachers (drawn from the lower-scoring high school mathematics students) might still know more mathematics than teachers in another country with poor mathematics training but paying higher relative teacher salaries and attracting above-average high school graduates into the profession. A comparison of the relative salaries of these two countries would yield biased results. To express this matter another way, the relationship between teacher quality and student performance may be partially endogenous; that is, higher student mathematics performance influences the “quality” of young people available to teach mathematics, while the “quality” of mathematics teachers influences student performance. The Pilot Mathematics Teacher Education Study (P-TEDS), which focuses on six of the countries included in our study, suggests that at least in these countries (Bulgaria, Chinese Taipei, Germany, Korea, Mexico, and the United States), important differences exist in terms of the level of mathematics content knowledge among those people entering teacher-education programs and how much mathematics and mathematics pedagogical content knowledge these student teachers acquire during their studies (Schmidt et al., 2008). The Mathematics Teacher Education Study (TEDS-M) projects, of which this publication is a part, will provide further detailed information on the level of mathematics that prospective teachers in many other countries bring into teachereducation programs and how much mathematics, mathematics pedagogy, and general pedagogy they learn in their teacher-education programs. All these variables, entwined with teachers’ relative salaries, can influence the “quality” of those who end up teaching mathematics, and hence can have an impact on student performance.
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