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| Autor/in | Marotta, Luana |
|---|---|
| Titel | Teachers' Contractual Ties and Student Achievement: The Effect of Temporary and Multiple-School Teachers in Brazil |
| Quelle | In: Comparative Education Review, 63 (2019) 3, S.356-376 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Foreign Countries; Academic Achievement; Developing Nations; Educational Quality; Decision Making; School Activities; Low Income; Feedback (Response); Elementary Secondary Education; Teacher Salaries; Correlation; Contracts; Brazil |
| Abstract | In developing countries, teachers are often hired on a temporary basis and work in multiple schools to increase their earnings. However, the implications of these flexible contractual arrangements on the quality of K--12 education remain little explored. By using unique data from Sao Paulo, Brazil, and a cross-subject analysis with student fixed effects, this study contributes to the literature by analyzing the impact of teachers on temporary contracts and teachers who work at multiple schools at a time on student achievement. Results show that temporary teachers have a negative impact on student achievement and that such an effect is particularly stronger for low-income students. Moreover, temporary teachers are less involved in school activities and provide students with less support and feedback than teachers on permanent contracts. Findings reveal that multiple-school teachers have no significant effect on student achievement, but they are less likely to be involved in school decision making. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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