How Teacher Rotation in Japanese High Schools Affects the Clustering of Teacher Quality: Comparing the Distribution of Teachers across Public and Private Education Sectors

Autor/in	Seebruck, Ryan
Titel	How Teacher Rotation in Japanese High Schools Affects the Clustering of Teacher Quality: Comparing the Distribution of Teachers across Public and Private Education Sectors
Quelle	In: Education Policy Analysis Archives, 29 (2021) 91, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seebruck, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	High School Teachers; Teacher Effectiveness; Teacher Distribution; Teacher Transfer; Board of Education Policy; Career Development; Labor Market; Professional Autonomy; Public Schools; Private Schools; Equal Education; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerversetzung; Berufsentwicklung; Labour market; Arbeitsmarkt; Berufsfreiheit; Public school; Öffentliche Schule; Private school; Privatschule; Ausland
Abstract	I examine a unique facet of Japan's public education system: "jinji idou," a mandatory teacher rotation system governed by the prefectural board of education where teachers are systematically transferred to other schools throughout their careers to appropriately staff schools, facilitate varied career paths, and identify future leaders for administrative roles. Although not a formal goal, this centralized system may also produce a more equal distribution of teacher quality across schools compared to the de centralized teacher labor market found in private schools. Because this system is present in public schools and absent in private schools, comparing sector differences offers a look at its impact on teacher quality distribution. Using a sample of 1,456 teachers nested in 49 schools, private vs. public group comparison tests indicate that, for most of the teacher quality traits examined, the public sector distributes teachers more equitably. Furthermore, the public sector has higher mean levels of teacher quality, intimating that education labor markets can be structured in ways that simultaneously minimize variation between schools without hindering quality, findings germane to scholars interested in educational equality. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01