Post on 15-Apr-2017
TEACHERS’ AND LEARNERS’ PROFILES:
A GAPWITH IMPACT ON
MOTIVATION
SIEM REAP, DEC. 2016
WHAT WE DO KNOW
• Marginalised students — girls, the disabled, ethnic minorities and those living in impoverished or rural areas — are most affected by the shortage and turnover of qualified teachers: LACK• In many regions, teacher attrition is a
bigger problem than teacher recruitment: LOSS
ATTRITION LOSS / NEW POSTS NEEDED
Arab CEE CAsia EA&P LAC NAWE SWAsia SSA0
500
1000
1500
2000
2500
3000
Attrition / New posts for UPE @2020
Replacement New posts
Source: UIS policy brief oct 2015
WHAT WE STILL DON’T KNOW WELL ABOUT ATTRITION• What are the deep reasons why teachers want
to leave teaching?• What non-salary incentives are more effective
to supply well-trained teachers to schools with more challenging environments?
FACTORS OF TEACHERS’ STABILITY• Preservice education:
quality and nature • Quality of relationships
with members of school community
• Knowledge of professional skills
• Presence and quality of Leadership
• Opportunities and relevance of CPD
• Presence, quality and nature of informal/formal support
• School culture• Employment conditions, $
structure and pathways • Value ascribed to
teachers and teaching• Nature and complexity of
role
• System policies • Personality and Psychological features
• School resources and facilities
MOTIVATION: A SYSTEMIC MODEL
Objective match
between profile
and situation
MOTIVATION
Adaptive behaviour
FitnessSelf-
perception
WHEN AN OLD MINDSET AND TOOLBOX…
…MEETS A TOTALLY NEW JOB
#1: MORE DIVERSE TEACHING SITUATIONS
• Special needs children
• Rural children• Ethnic minorities• Marginalized
groups• Displaced people,
migrants, • Crisis and
emergencies• Non formal
education (literacy, preschool)
• Specialized education, e.g. TVET
#2: ICT-READINESS
#3: DISENGAGEMENT & LOW EDUCATIONAL R.O.I.
#4: GLOBALISED MINDSET
#5: FUTURISTIC LEARNING
POLICY ISSUES
1. The TEd curriculum isn’t aligned with school curriculum and 21st Century emphasis on learning.
2. Teachers are unprepared for the real student, the real classroom, the real world
3. Teachers don’t get enough support and guidance to help them evolve, especially beginning or untrained teachers.
4. Not enough candidates from diverse backgrounds are available
5. Skills for managing diversity and intercultural issues are scarce
• Sustainable horizontal, peer support networks.
• Technology-fluent teachers.• a T.Ed. Curriculum for the 21st Century• Teachers’ new mindset as learning
facilitators
TO ACHIEVE SDG/2030
INCREASE TEACHERS’ FEELING OF COMPETENCE TO WORK IN A RADICALLY
CHANGED SETTING