Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Miami-Dade County

Autor/inn/en	Whitebook, Marcy; Hankey, Aline; Schlieber, Marisa; Austin, Lea J. E.; Philipp, George
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Miami-Dade County
Quelle	(2018), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Early Childhood Education; Elementary Secondary Education; Teaching Conditions; Educational Quality; Teacher Attitudes; Teacher Characteristics; Teacher Background; Teacher Salaries; Compensation (Remuneration); Fringe Benefits; Curriculum; Observation; Instructional Materials; Student Needs; Teacher Responsibility; Faculty Development; Communities of Practice; Decision Making; Teamwork; Well Being; Wellness; Income; Quality of Life; Leadership Role; Preschool Teachers; Florida + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Sozialabgaben; Curricula; Lehrplan; Rahmenplan; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrverpflichtung; Community; Decision-making; Entscheidungsfindung; Well-being; Wellness; Wohlbefinden; Well being; Einkommen; Lebensqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. K-12 teachers nationwide are now calling attention to how inadequate pay and poor working conditions are driving economic insecurity and turnover and how insufficient classroom resources continue to hobble their practice, leading to large-scale demonstrations for increased public investment in education. With teachers increasingly engaging in the public sphere and a growing number of elected officials prioritizing support for schools and teaching staff, the demand for change to the systems that prepare, support, and compensate educators continues to build. This study captures early educators' perspectives about their work environments in Florida's Miami-Dade County and examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike. (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01