Teacher Education and Development Study in Mathematics - IEA

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PART 2: BULGARIA 65 Figure 10: Bulgaria, Mean Weekly Earnings of Females with University Education, by Occupation and Age, 1995 8,000 7,000 Weekly Earnings (current leva) 6,000 5,000 4,000 3,000 2,000 1,000 0 20–24 25–29 30–34 Age Group Teachers/Managers 35–44 45–54 55–64 Engineers/Technicians Accountants Figure 11: Bulgaria, Mean Weekly Earnings of Males with University Education, by Occupation and Age, 2001 Weekly Earnings (current leva) 600 500 400 300 200 100 0 20–24 25–29 30–34 Age Group Teachers/Managers 35–44 45–54 55–64 Engineers/Technicians Accountants Figure 12: Bulgaria, Mean Weekly Earnings of Females with University Education, by Occupation and Age, 2001 Weekly Earnings (current leva) 300 250 200 150 100 50 0 20–24 25–29 30–34 Age Group 35–44 45–54 55–64 Teachers/Managers Engineers/Technicians Accountants
66 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Chile Composition of the teacher labor force Chile’s overall primary and secondary school teaching force in 2006 was 133,000 (World Bank, n.d.). Based on earlier data, about another 20,000 were principals or were engaged in technical and other pedagogical-type roles (OECD, 2004, p. 121). Over 80,000 of the teachers were members of the Teachers’ Association. The number of teachers rose steadily in the years preceding 2005, but has now leveled off. This increase was linked to the need for additional teachers to support Chile’s “whole school day” policy, inaugurated in 1997, which has increased the length of the school day gradually from four to six hours over a number of years. It is also linked to general increases in student participation. In 2006, female teachers comprised about 70% of the teaching force; however, the gender imbalance in favor of females was much more apparent in preschools and elementary schools than in secondary schools (Grades 9 to 12)—78% female in primary schools and 63% in secondary (World Bank, n.d.). Teachers are no longer civil service employees. 10 However, since the early 1990s, when teachers’ unions were once again allowed to represent teachers, those teaching in public municipal schools have enjoyed stable employment. Municipal teachers also obtain their positions through open, public competition. Teachers who work in the private subsidized sector are governed by private individual contracts, regulated by the rules of the Labor Code, with some safeguards. The selection procedures for teachers in the private sector are not regulated, except for the Labor Code. Because fixed-term contracts apply in private schools, the high proportion of teachers working there do not have the security of tenure of their public-sector colleagues. Of the total teaching force, 55% are employed in municipal schools, a percentage that generally corresponds with the proportion of the student cohort enrolled in these schools. The age pattern of the teaching force differs between private and public schools. Although, overall, 71% of teachers in the system are over 35 years of age, teachers in public schools tend to be much older. About 86% are over 35 years of age compared to 58% in private subsidized schools (Table 17). Because private schools have a greater incentive to reduce costs, they tend to hire younger teachers (lower pay) and fire older teachers (higher pay). Most newly graduating teachers begin their careers in private schools, gain experience there, and try to transfer to public schools as they get older, in order to obtain tenure and assure themselves of a long-term career in the profession (OECD, 2004). The contractual hours for teachers, in the context of the full school day policy, are 44 hours per week, which is considerably higher than the OECD average. In the early 2000s, 32% of teachers were engaged for 44 or more hours per week. A further 25% were engaged between 31 and 43 hours, and 29% for 30 hours. The remaining 14% were regarded as part-time teachers engaged for 29 hours or fewer (OECD, 2004 p. 47). This variability in teacher work time was largely a function of the partial shift from the traditional four-hour school day to the six-hour (“whole”) school day. Before the whole 10 In the early 1980s, the military government decreed that teachers were no longer civil servants, and that they would be employed as in any other field, under regular contracts. The government “bought out” the teachers’ civil service contracts.
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